
DEPARTMENT OF THE INTERIOR 
BUREAU OF EDUCATION 



BULLETIN, 1920. No. 12 



TRAINING TEACHERS FOR 
AMERICANIZATION 

A COURSE OF STUDY FOR NORMAL SCHOOLS 
AND TEACHERS* INSTITUTES 



By JOHN J. MAHONEY 

STATE SUPERVISOR OF AMERICANIZATION 
FOR MASSACHUSETTS 

WITH A CHAPTER ON 

INDUSTRIAL CLASSES 

By FRANCES K. WETMORE 
OF THE PUBLIC SCHOOLS OF CHICAGO 

AND ON 

HOME AND NEIGHBORHOOD CLASSES 

By HELEN WINKLER and ELSA ALSBERG 
OF THE COUNCIL OF JEWISH WOMEN 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1920 



. .> ; 



DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 



BULLETIN, 1920, No. 12 



TRAINING TEACHERS FOR 
AMERICANIZATION 

A COURSE OF STUDY FOR NORMAL SCHOOLS 
AND TEACHERS' INSTITUTES 



By JOHN J. MAHONEY 

STATE SUPERVISOR OF AMERICANIZATION 
FOR MASSACHUSETTS 

WITH A CHAPTER ON 

INDUSTRIAL CLASSES 

By FRANCES K. WETMORE 

OF THE PUBLIC SCHOOLS OF CHICAGO 
AND ON 

HOME AND NEIGHBORHOOD CLASSES 

By HELEN WINKLER and ELSA ALSBERG 

OF THE COUNCIL OF JEWISH WOMEN 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1920 






LETTER OF TRANSMITTAL. 



Department of the Interior, 

Bureau of Education, 
Washington, December i, 1919. 

Sir : In the work of Americanization, which is, in the broad sense, 
almost entirely educational, the teacher is of first importance. Not 
every person who can do good work as a teacher of a grade or of 
particular subjects in a school for children or youth can do equally 
good work as a teacher of classes of adult foreign-born persons. 
The preparation for the two tasks must be quite different. In the 
preparation of teachers of classes of children and youth in our public 
and private schools we have had much experience, and as a result 
are in possession of some well-understood and generally accepted 
principles and methods of procedure. For the preparation of teach- 
ers of classes of adult foreign-born persons who are unable to speak, 
read, and write English, and who know little or nothing of America 
or American ideals, history, manners, customs, and laws, we have 
had very little experience, and there are few established and accepted 
principles or methods of procedure. Any directions or suggestions, 
therefore, based on clear thinking and a reasonable amount of per- 
sonal experience and observation can not fail to prove helpful to those 
who are engaged in this task of training teachers for this work, 
scores of thousands of whom will be needed as soon as the Federal 
Government and States make any adequate provision for its support. 
The manuscript transmitted herewith, prepared by John J. Mahoney, 
State- Supervisor of Americanization for the State of Massachusetts, 
with the assistance of Frances K. Wetmore, of the public schools of 
Chicago, and Helen Winkler and Elsa Alsberg, of the Council of 
Jewish Women, contains many such directions and suggestions. I 
therefore recommend that it be published as a bulletin of the Bureau 
of Education. 

Respectfully submitted. 

P. P. Claxton, 

C ommissioner. 

The Secretary of the Interior. 



PREFACE. 



The first step in any effective Americanization of our people of 
foreign birth is the teaching of the English language, but it is idle 
to open classes for such instruction until we first have teachers 
qualified to teach them properly. Not only must normal schools 
and colleges everywhere be encouraged to institute courses of teacher- 
training for this task, but short-course teachers' institutes must be 
held to reach a large number of prospective teachers quickly. 

To provide the necessary material for such courses, John J. Ma- 
honey, who has had much experience in training teachers for work 
among the foreign born, was asked to prepare the accompanying 
manuscript upon Training Teachers for Americanization. Mr. Ma- 
honey has handled his task in such a way that his suggestive course 
of study may easily be expanded into a full course for a semester or 
a year, or it may be used as an intensive short-unit course or the 
basis for institutes or lecture courses. In the preparation of this 
manuscript Mr. Mahoney had valuable assistance from Misses Wet- 
more, Winkler, and Alsberg, and their associates. 

Teachers of the non-English speaking classes should, wherever 
possible, take at least a short-unit course. Hundreds of volunteers 
have taken up the work throughout the country, however, as a 
patriotic duty who haA^e not had the opportunity of studying their 
subject. Mr. Mahoney 's work will be of great benefit to these teach- 
ers, even though it must be used by them as a home-study course. 

There is included as an appendix to the present work the report 
of a special committee on the training of teachers for Americaniza- 
tion which was appointed during the Americanization conference of 
May, 1919. Mr. Mahoney's book follows closely the recommenda- 
tions of this committee of leading experts in this field of education. 

Feed C. Butler, 
Director of Americanization, Bureau of Education. 

6 



TRAINING TEACHERS FOR AMERICANIZATION. 



Chapter I. 
PRELIMINARY STATEMENT. 



A. WHY TEACHER TRAINING? 

The schooling of the immigrant in the past has been, speaking 
broadly, an unsuccessful performance. The reasons therefor are 
many and are not to be charged against the schools alone. One 
of the principal reasons, without a doubt, was the slowness on the 
part of the public and not infrequently on the part of school people 
themselves, to appreciate the fact that the teaching of the adult im- 
migrant is a highly specialized piece of work, requiring not only 
special aptitude but special training as well. For years the evening 
school was but a subordinate part of the educational system, and it 
was felt that anyone could teach an evening-school class. At first 
the teaching of English and allied subjects was committed to the 
hands of nonprofessionals, who not infrequently worked for the 
night's wage — and for nothing else. Suitable teaching materials 
were almost wholly lacking. It is not strange, with such condi- 
tions, that the schools failed to hold even those who wished to learn. 
More recently we find the trained day-school teacher working in 
the immigrant classes. And while this is no unmixed blessing, 
inasmuch as it means a double "burden for teachers already burdened 
enough, it is an improvement over what has obtained hitherto. It 
is quite true that not every good teacher of children proves to be a 
good teacher of adult immigrants. It is also true that teachers 
trained in normal-school methods have often made the mistake of 
trying to use these methods without adaptation in their evening- 
school instruction. The trained teacher in the evening school 
nevertheless has marked a step upward in the efficiency of evening- 
school work. Since 1915, however, there has come to the Ameri- 
can people, and especially to the school administrator, a larger 
vision as to the solution of the Americanization problem. No longer 
is the schooling of the immigrant to be an overtime task performed 

7 



8 TRAINING TEACHERS FOR AMERICANIZATION. 

by teachers with only a casual training. Day schools for immi- 
grants, factory classes for immigrants, afternoon classes for immi- 
grant women — these and others are all to find place in the plan of 
Americanization during the next few years. And the teachers in 
these classes must be specifically trained. There is a distinct peda- 
gogy in this work with adult immigrants and a very distinct method- 
ology. The teacher of the immigrant must be acquainted with these. 
She must have a knowledge of the important aims in her work, 
namely: (1) What she is to teach; (2) how she is to teach; (3) 
what standard of achievement she may expect. 

She must know more specifically also what her aims should be in 
the task of teaching immigrants to talk English and how this can 
best be done; to read English and how this can best be done; to 
write English and how this can best be done. Similarly Avith the 
other subjects that are included in the immigrant's program. 
Finally, and of greatest importance, she must appreciate that her 
big task is Americanization — the making of Americans — and must 
understand just what that means and how it can best be brought 
about. All this means that the teacher must go to school, to learn 
another lesson in her business of teaching. Colleges, normal schools, 
State departments of education, large city school systems, all should 
take it upon themselves to put the work of teacher training in this 
new field on an established basis. It is very far from being on an 
established basis now. 

An investigation recently made by the Carnegie Corporation indi- 
cates that the time is ripe for great progress in teacher training. 
Two years ago only a very few colleges or universities offered 
teacher- training courses. Last summer at least 12 did so. During 
the past year also State boards of education and State councils of 
national defense were very active. And here and there, as at Los 
Angeles, normal schools offered work in immigrant instruction as 
part of the year's program. The present school year (1919-20) has 
already made a promising beginning. Not only State departments 
of education and a few colleges and normal schools, but also city 
school systems and city Americanization committees have instituted 
teacher-training activities. The way is prepared for a strong educa- 
tional drive in this field of professional endeavor. 

B. THE SCOPE OF THIS COURSE. 

The course here presented is divided into five parts, with the gen- 
eral idea that if given as a whole it will cover approximately 30 
hours of lectures and discussions and about 24 hours of observation 
and practice. There is no idea of intimating, however, that it should 
be presented just as it stands to every group of student-teachers. 



PRELIMINARY STATEMENT. 9 

The idea is rather to present a " blanket course," which should be 
adapted to the needs of special situations. Two points should be 
brought out in this connection : 

1. Teacher-training facilities are set up to-day by various agencies. 
Among them are : (1) Colleges and universities ; (2) normal schools 
and colleges; (3) State departments of education; (4) city school 
systems; (5) various semipublic agencies. The character and the 
extent of the work offered by these different institutions vary. Co- 
lumbia University, for instance, through Columbia House, presents 
a very complete program of Americanization courses, including those 
that might be regarded as strictly professional in the sense that they 
prepare for classroom teaching. The State departments of education, 
on the other hand, are inclined to specialize on the institute idea, 
and the intensive short-unit course as a necessary short cut. Normal 
schools have offered and will offer the Saturday morning course of a 
dozen or 15 lectures and conferences. Obviously adaptations must 
be made if the material herewith submitted is to be used most eco- 
nomically. A short-unit course of five or six conferences, for in- 
stance, can do little more than cover part 3. A Saturday morning 
course of 15 conferences might concentrate on parts 1, 3, and 4. Or 
again, the subject of Immigrant Backgrounds (part 4) might be 
presented as a unit without any reference to the other phases of the 
work outlined. Finally, in a college course any one of these several 
parts might be expanded into the work of a full or half course for 
a semester or a full year. The adaptations possible are many. They 
should be made in every case. There is no special virtue in main- 
taining this course just as it stands. 

2. The term " teacher training " has been consistently used. It 
should be apparent, however, that there is a crying need to-day not 
only for teachers but for supervisors and organizers as well. Much 
of the material suggested in this course is intended to meet the needs 
of people who wish to arrive at a thorough understanding of the 
problem of Americanization and to study ways and means of 
organizing Americanization activities. Parts 1, 2, and 5 are intended 
especially for work in this advanced field. 

C. THE METHOD OF PRESENTATION. 

The course is presented in the form of a skeleton outline, with 
numerous references. The thought here is that students shall gather 
information from these references and discuss this information in 
the classroom period. It will be noted that few books of references 
are listed, the reason being that so far very few professional books 
on Americanization have been written. Helpful material exists very 
largely in the form of pamphlets, bulletins, and reports. These are 
cited for the student's assistance. The instructor of a teacher-train- 
2584°— 20 — -2 



mi's *. 



10 TRAINING TEACHERS FOR AMERICANIZATION. 

ing class should remember, however, that references in Americani- 
zation that may be of value to-day may be of little value to-morrow. 
Americanization will develop rapidly as a social movement during 
the next few years. Teacher trainers must keep in touch with the 
literature of the movement as it appears. 

D. OBSERVATION AND PRACTICE. 

The greatest weakness hitherto in all attempts at teacher training 
in the field of Americanization has been the lack of opportunities 
offered for observation and practice. This has been unavoidable in 
the past. The short-unit course, consisting of a half-dozen lectures, 
has been the most that could be attempted usually. And the summer 
school courses, though longer, have not usually offered observation 
and practice facilities because of the difficulty of operating classes 
for immigrants during the summer months. The past year, however, 
has seen a notable increase in the number of institutions that include 
observation and practice work in their teacher-training course. From 
now on it is to be hoped that every course that pretends to be ade- 
quate will include these activities. No real teacher training can be 
accomplished otherwise. 

The course outlined in Chapter II is intended to include 24 hours 
of observation and practice. This may be interpreted as covering 
a period of six weeks. The exigencies of a particular situation may 
demand that students be assigned to practice stations before the 
subject of teaching methods has been thoroughly covered. To meet 
such a situation the suggestion is made that part 3 be presented to 
students in a preliminary way at the very outset. This will enable 
them to observe and practice to better purpose. Later on part 3 may 
be presented again in review. The discussions will then be more 
fruitful, because students will bring to the class their own teaching 
problems. 

E. THE MEANING OF PART 1. 

Part 1 is an attempt to set forth a few fundamental things that 
every worker in Americanization should know. To date we have 
been accustomed to think of Americanization largely as a matter of 
schooling. And the teaching of English has occupied most of our 
thought as a factor in the schooling process. Obviously, American- 
ization is something more than dealing with the immigrant in school. 
And obviously, too, the school is taking only the first step in Ameri- 
canization when it breaks down the language barrier. The American- 
ization leader and the Americanization teacher must know something 
more than how to teach one subject or another to immigrants. She 
must know what Americanization really means, in its larger as- 



PRELIMINARY STATEMENT. 11 

pects. She must know America and what America stands for and 
must be able to interpret America to the immigrant in language that 
he will understand. She must know, too, what citizenship really 
means — not that citizenship which is measured in terms of the im- 
migrant's knowledge of naturalization requirements, but that citi- 
zenship which is the expression of the things of the American spirit 
that the good citizen believes in, swears by, and loves. She must 
know how to communicate her knowledge in such a way that good 
citizenship will be the actual fruit of her teaching. 

F. CONTRIBUTIONS TO THIS COURSE. 

The outline, submitted in the several chapters that follow, repre- 
sents the work of several people working under direction. It has 
been thought best to give a separate chapter to the industrial phase 
of the problem treated by Miss Wetmore, and another chapter to 
the analysis of home and neighborhood teaching, presented by Miss 
Winkler and Miss Alsberg. In the development of Chapter II, im- 
mediately following, Charles M. Herlihy, assistant superintendent of 
schools in Cambridge, Mass., collaborated very effectively. The sec- 
tion on immigrant background, in Chapter II, is the contribution 
of Mrs. Charles D. Kingsley, of Cambridge, who has made extensive 
investigations in this field. These acknowledgments are noted with 
the keenest realization that without the cooperation of the people 
named this course would have been hardly possible. 



Chapter II. 
THE COURSE IN DETAIL. 



PART 1. AMERICA, AMERICANISM, AMERICANIZATION. 

I. Americanization in its most comprehensive meaning. 

The attitude of the worker in Americanization— right and wrong 
methods. 

References. 

America, Americanism, Americanization. U. S. Bureau of Education. 
Bulletin. 

The Spirit of Americanization. Jenks. Minneapolis Council of Ameri- 
canization. 

Community Americanization. Butler. Chapter I. U. S. Bureau of Educa- 
tion. Bulletin, 1919, No. 76. 

Addresses and writings of Frances Kellor. (See bibliography in "Ameri- 
canization." Talbot.) 

For other references on this topic see comprehensive bibliography in 
'Americanization." Talbot. Wilson Co., New York. 

See also " Fifteen Points " below. 

II. The Americanization of children in our schools. 

References. 

Americanism at its Source. McAndrew. Literary Digest, May 17, 1919. 
The Lawrence plan for education in citizenship. John J. Mahoney and 

H. H. Chamberlin. National Security League. Leaflet No. 1. 
Department of Superintendence, N. E. A., Chicago, 1919. Proceedings. - 

III. Americanization and the schooling of the adult immigrant. 

References. 

First steps in Americanization. Mahoney and Herlihy. Chapter I. 
Community Americanization. Butler. Chapter I. 

IV. What is Americanism? Who is the good citizen? (This sug- 

gestive outline for study and discussion.) 
(a) Our religious inheritances and abiding convictions. 
(ft) America, the land of opportunity. 

(c) The true meaning of equality. 

(d) The meaning and the worth of liberty. 

12 



THE COURSE IN DETAIL. 13 

IV. What is Americanism? Who is the good citizen? — Continued. 
(e) The American attitude toward hard work and honest labor. 
(/) America's willingness to sacrifice for an ideal. 
(g) Rights and duties, privileges and obligations. 
(h) The good citizen's belief in obedience to law. 
(i) His adherence to the principles of majority rule. 
(j) His acceptance of the representative form of government, 

with all that it implies. 
(k) Public office a public trust. 

(I) Americanism and Internationalism — the true relationship. 
(m) American democracy — its promise and its perils : 

(1) Political democracy — "a government of the people, by 

the people, for the people." 

(2) Social democracy — " a man's a man for a' that." 

(3) Industrial democracy — "the square deal all round." 
(n) Manifestations of unAmerican America. 

(o) How shall we teach Americanism and citizenship? 

References. 

Americanism Conference, Washington, D. C. Proceedings, pp. 126-128. 

Americanisms. Angelo Patri. In Red Cross Magazine, July, 1919. 

Fear God and take your own part. Roosevelt. Doran Co. 

The democracy of tomorrow. Howe. In Privileges and democracy in 
America. Scribner. 

The land where hate should die. McCarthy. In Heart songs and home 
songs. Little, Brown & Co. 

The spirit of democracy. Powell. Rand, McNally & Co. 

Americanism. Talbot, pp. 1-69. 

The fundamentals of citizenship. National Catholic War Council, Wash- 
ington, D. C. 

A student in arms. Hankey. Chapters 2 and 4. 

The American's creed. Tyler. 

Americanism and Americanization. Selections from the writings of Theo- 
dore Roosevelt. (Carnegie Library of Pittsburgh. Monthly Bulletin. 
Feb., 1919. pp. 81-86.) 

The American spirit. Addresses in war time. Lane. Frederick A. 
Stokes Co. 

FIFTEEN POINTS FOR WORKERS IN AMERICANIZATION. 

A Suggestive Summary. 

Note. — This summary is entered here for the purpose of giving 
the student a few preliminary principles and points of view. More 
light will be thrown upon them as the course develops. 

(1) Americanization — to give the term its most comprehensive 
meaning — is the business of making good American citizens, the busi- 
ness of acquainting everyone who inhabits American soil with both 
physical and spiritual America, to the end that this acquaintance 



14 TRAILING TEACHERS FOR AMERICANIZATION. 

may result in a sturdy loyalty to American institutions and Ameri- 
can ideals, and the habit of living the life of the good American citi- 
zen. Really to Americanize America, we must reach the native born 
and the immigrant, the adult and the child in school ; and incident- 
ally, our task of Americanizing the newcomer will be rendered com- 
paratively easy if we can but succeed first in Americanizing our- 
selves. 

(2) To accomplish this end, we must come to a new realization of 
what Americanism really is, of the things that the good citizen be- 
lieves in, swears by, and loves. And these things must be analyzed 
and interpreted in terms that touch the life of the average man. 
What is democracy? What are our American ideas, ideals, aspira- 
tions, principles of government, and abiding beliefs ? We must know 
these. And further, we must find out how to teach them so that this 
teaching may find expression in right conduct. Here is a task we 
must face and do, if our American democracy is to endure. 

(3) The Americanization of the immigrant has been thought of 
generally as a matter of schooling alone. It is much more than this. 
The immigrant is becoming either Americanized or anarchized by 
every experience which he undergoes, every condition to which he 
is subjected. Americanization is in a measure the problem of the 
school. But it is also a matter of prevention of exploitation, of good 
housing, of clean milk for babies, of adequate wages, of satisfactory 
industrial conditions, of the spirit of neighborliness between Ameri- 
cans, old and new. Everything that touches the immigrant's life is 
an instrumentality for his Americanization or the reverse. Hence 
the need for the entire community through all its organized agencies 
to take a hand in the induction of our late arrivals into the corporate 
life of America. 

(4) The Americanism to be taught is not a static Americanism, 
belonging exclusively to the native born. America and the Ameri- 
can spirit are dynamic, ever-changing concepts. It is not solely the 
Americanism of the Puritan that we would teach. It is that plus 
the precious contributions that have come, and are coming, and will 
come to us through the spiritual heritages of the many races that 
seek our shores. The process of Americanization is a reciprocal one. 
We give — but Ave receive as well. 

The successful worker in Americanization is the one who ap- 
proaches his task with a healthy feeling of respect for the immi- 
grant, and with some humility of spirit. 

(5) Americanism can not be imposed from without. Americaniza- 
tion is best handled when the immigrant becomes assimilated through 
his own efforts and through his own lively desire. The community 
should aim to make American citizenship a goal to be prized, and 
should facilitate in every possible way the process of acquiring it. 



THE COURSE IN DETAIL. 15 

It follows that all schemes for compulsory Americanization must fail. 
It ill becomes the American people, who have long neglected the 
immigrant, to turn to coercion without first exhausting every en- 
couraging means. 

(6) Americanization does not imply that the immigrant must give 
up his cherished spiritual heritages. His language, his religion, his 
social customs he may retain, and yet become a good American. 
Americanization is a giving, not a taking away. The wise worker 
in Americanization will adhere to the policy "Hands off:" 

(7) The teaching of a foreign language to school children and the 
conducting of foreign language newspapers are matters that should 
be handled with common sense. The Great War has made a great 
many people hysterical. The Americanizer, of all people, needs to 
remain sane. 

(8) Blanket statements about the immigrant are unsafe and mis- 
leading. There is no immigrant. There are immigrants and im- 
migrants, of every nationality, and of every degree of repute, just 
as in the case of native born. Does the immigrant lend himself 
readily to the Americanization process? Some nationalities do; 
some are not so receptive. Is the immigrant a menace? There are 
undesirables among our newcomers, as among our native born. 
There are also the chosen from many lands. Individuals differ, and 
races differ also. The person who would deal with immigrants must 
know racial backgrounds and characteristics. These differ. There 
is no magic process that can be applied to all national groups with 
any assurance of the same result. The approach to any group must 
be based upon the psychology of the folk, their customs, beliefs, and 
apperceptive bases. One can not gain the confidence of and help 
those whom he does not know, and those in whom he does not believe. 

(9) Five things are necessary to make effective the great Ameri- 
canization movement that is sweeping the country to-day: (a) The 
vital interest and support of the public; (h) authoritative leader- 
ship; (c) an intelligent coordination of working agencies under 
public direction ; (d) good teachers ; (e) adequate public funds. 

The Americanization of the immigrant has failed up to date be- 
cause we have lacked all of these. 

(10) The schooling of the immigrant is a public function, and 
should be carried on under the supervision of public educational 
authorities whether in evening, neighborhood, or industrial classes. 
To accomplish this task properly, however, public educational au- 
thorities must appreciate that the schooling of the immigrant is no 
" side show," to be conducted as before the Great War, when anyone 
could teach, and when almost anyone did. It is a highly specialized 
piece of work, and must be handled accordingly. 



16 TRAINING TEACHERS FOR AMERICANIZATION. 

(11) Agencies other than the public schools should be encouraged 
to cooperate in the schooling of the immigrant. Industry has an 
obligation, and classes in industry may well find place. So, too, with 
home and mothers' classes, whether conducted in a school, the quar- 
ters of a semipublic agency, or in the home itself. But in so far as 
can be brought about, the responsibility for the general policy and 
the character of the teaching in those classes should be lodged in the 
public schools. 

(12) Cooperating agencies should work with the idea of carrying 
out those special functions which they are best equipped to handle. 
Self-advertisement and an unwillingness to cooperate have too often 
conspired to do more harm than good in Americanization schemes. 

(13) The teaching of English is the first step in Americanization. 
The public must come to realize that this is one of the most difficult 
pieces of work that any teacher is called upon to do. The public 
must make it possible to secure for this work teachers who are 
adequately trained. We have only begun to break ground in this 
field. 

(14) After the teaching of English, comes education in citizenship. 
This is very poorly handled to-day. If we are going to make good 
American citizens out of the millions who are with us but not of us, 
it is high time that the whole machinery designed to bring this to 
pass be thoroughly inspected and overhauled. 

(15) In the final analysis the major part of the burden of Ameri- 
canizing the immigrant rests on the shoulders of the teacher. Her 
task is a meaningful one, and she should approach it as one who 
engages not for hire. She must be an American 100 per cent pure. 
She must be sane, and sympathetic, and able to see things whole. 
She must be ready to give and give, and reckon not the return. But 
the return will come, if she remembers — as she must remember — that 
she may not give over giving. 

MORE EXTENDED REFERENCES IN AMERICANISM AND CITIZENSHIP. 

I. Books written for children in elementary and in high schools. 

I am an American. Bryant. Houghton Mifflin Co. (Suitable for use with 

adult immigrants. ) 
My country. Turkington. Ginn & Co. (A splendid text for use with ad- 

vanced adult immigrants.) 
The liberty reader. Sheridan. Sanborn. (An inspiring text for use with 

advanced adult immigrants.) 
The patriotic reader. Bemis. Houghton Mifflin Co. 
You are the hope of the world. Hagedorn. Macmillan. 
Stories of patriotism. Demming and Bemis. Houghton MiMn Co. 
Lest we forget. Thompson. Silver, Burdett & Co. 
The man without a country. Hale. 
Poems of American history. Stevenson. Houghton Mifflin Co. 



THE COURSE IN" DETAIL. 17 

I. Books written for children in elementary and in high schools. — 

Continued. 

Message to Garcia. Hubbard. 

Heroes of everyday life. Coe. Ginn & Co. 

The spirit of democracy. Powell. Rand, McNally & Co. 

The American spirit of democracy. Miller. World Book Co. 

Rhymes of a Red Cross man. Service. 

Note. — Practically all of the foregoing texts are suitable for 
use with advanced classes of adult immigrants. They all set 
forth the ideals and principles of Americanism and citizenship 
hereinbefore noted. It need hardly be said that they should not 
be read in class from beginning to end. The wise teacher will 
make purposeful selections in each. Many of the selections that 
might not be read by the child or the adult immigrant with profit 
might well be read to the class by the teacher. 

II. Books suitable for students in this course. (Not intended for use 

with immigrants.) 

Democracy. Greenlaw. 

American ideals. Forster and Pierson. 

Democracy to-day. Gauss. 

Liberty, peace, and justice. (Riverside literature series.) Houghton 

Mifflin Co. 
The promised land. Antin. 
The making of an American. Riis. 
The great tradition. Greenlaw and Hanford. 
See also bibliography in "Americanization." Talbot. 

PART 2. ORGANIZATION OF AMERICANIZATION ACTIVITIES. 

AMERICANIZATION THROUGH THE PUBLIC SCHOOL. 

I. How to get attendance. 

(a) By means of widespread publicity. 

Note. — Unsatisfactory attendance in the past has been due 
largely to the indifference of the public and poor "salesmanship" 
on the part of school authorities. 

(b) Suggestive types of publicity: 

(1) The American newspaper — chief function to stimulate 
the interest of the native born. 

References. 

Newspaper articles issued by the Americanization Committee of Akron, 
Ohio; Lawrence, Mass.; Toledo, Ohio; Los Angeles, Calif.; Chicago, 111.; 
and other places. 

(2) Immigrants' newspapers: (a) Daily or weekly news- 
papers available in every language; (b) utilize coop- 
erative spirit of the publishers; (c) make publicity 
material attractive. 

2584°— 20— 3 



18 TKAINING TEACHERS FOR AMERICANIZATION. 

I. How to get attendance — Continued. 

References. 

Americanization conference, Washington, D. C, Proceedings, pp. 
209-214. United States Bureau of Education. Division of Immigrant 
Education. Bulletin, 1916. 

First steps in Americanization. Chapter II. 

(3) Motion picture theaters : Use informational slides in 
the vernacular if possible. 

References. 
Americanization. Royal Dixon. 

(4) The clergy: (a) Active cooperation invaluable; (b) 
importance of a proper understandig at the outset. 

References. 
New Hampshire Council of Defence. 1918. Americanization bulletins. 

First Steps in Americanization. Chapter II. 

(5) Posters and leaflets in English and in the vernacular of. 
the immigrants. 

References. 

Messages in Americanism. Patri. Delaware Americanization 

Committee, 1918. 
Americanizing a city. Detroit Board of Commerce Report, 1916. 
Lowell, Mass., Chamber of Commerce. Leaflets, 1919. 
Lawrence, Mass., Americanization Committee. Leaflets, 1918. 

(6) Day-school pupils, (a) How to enlist their interest: 
(1) Americanization clubs; (2) competition between 
classes and schools ; ( 3 ) official recognition of successful 
work. 

(7) Day-school teachers: (a) The kindergartner as a factor 
in organization of classes for women. 

Reference. 

First steps in Americanization, pp. 15-29. 

II. How to hold attendance. 

(a) Speedy class organization. (See Part 3.) 

(b) Sound teaching methods which assure knowledge of steady 
progress for pupils. (See p. 3.) 

(c) Socialized school environment. (See p. 3.) 

(d) Eight adaptation of the program of school work to: (1) 
Interests and needs of pupils. 



THE COURSE IN DETAIL. 19 

III. Organization of factory classes. 

(a) Securing cooperation of employers. 

(b) Securing cooperation of foremen. 

(c) Recognition by employer of school attendance. 

(d) The several schemes for cooperation between schools and 
factories. 

References. 

See Chapter III. 

See part 5 of this course. 

Americanization Conference, Washington, D. C, proceedings. 

New Hampshire State Board of Education, report on Industrial Ameri- 
canization, 1918. 

New York State Department of Education, reports of Division of Immi- 
grant Education, 1918. 

The operation of factory classes in Akron, Ohio. Americanization Com- 
mittee. Bulletin. 

The operation of factory classes at the American Rubber Co., Cambridge, 
Mass. (Write for information.) 

The operation of factory classes at the Ford Motor Co. (Write for 
information. ) 

See also " Industrial Americanization " in monthly bulletin, "Americani- 
zation " issued by U. S. Bureau of Education. 

The Solvay process. C. H. Paull. 

IV. The organization of special classes for women. 

(a) School classes. 

(b) Home and neighborhood classes. 

Note. — The home environment of these agencies is especially 
conducive to successful work. The teaching, whenever possible, 
should be done by a trained teacher under supervision of the 
public school authorities. 

(c) Factory classes for women. 

References. 

See special chapter in this course. 

Americanizing our new women citizens. In Life and Labor, May, 1918. 

Americanization of alien women. In Humanitarian, August, 1918. 

Americanization aims of Council of Jewish Women, New York City. Bul- 
letin, May, 1918. 

California State Commission of Immigration and Housing. Reports, 
1918, 1919. 

What women's clubs can do. Federation of Women's Clubs, March, 1919. 
Bulletin. 

Teaching English to adult women. In Survey, March 15, 1919. 

The Americanization of women. Frances Kellor. United States Chamber 
of Commerce, New York City. Bulletin. 

Women's Municipal League of Boston. Bulletin for 1919. 

See references to this topic in part 5. 



20 TRAINING TEACHERS FOR AMERICANIZATION. 

AMERICANIZATION THROUGH COMMUNITY AGENCIES. 

I. Activities of immigrant groups. 

(a) Self -organized racial groups in their clubs, fraternal so- 
cieties, etc. 

(b) School authorities to provide teachers and teaching ma- 
terial. 

References. 

Greek-American Review, April, 1918. 
Americanization Conference Proceedings, pages 285-293. 

II. Community centers. 

(a) Americanization committees to arrange for — 

(1) Public meetings at which old and new Americans may 
commingle. 

(2) Lectures on Americanism and its interpretations for 
the immigrant. 

(3) Special nationality programs for demonstrations of 
racial customs in song and dance as conducted in the 
home land. 

(4) Special nationality clubs as supplementary adjuncts to 
the school work. 

(5) Cosmopolitan councils in which representatives of dif- 
ferent nationalities have an opportunity for working 
together along such lines as " civic betterment," etc. 

References. 

A community center. Jackson. United States Bureau of Education. Bul- 
letin, 1918, No. 11. 

The Americanization of Hungarians. In Americanization Bulletin, Octo- 
ber 5, 1918. 

Americanization Conference, Washington, D. C, Proceedings. Pages 
77-89. 

A tentative program for community centers. Chicago Board of Education, 
• January, 1919. 

III. Community singing — pageantry — public celebrations. 

(a) Public meetings for " new citizens." Annual public recep- 
tion and welcome to citizens newly naturalized. 

(b) Special holiday programs. Patriotic holiday celebrations 
with references to the part which has been played by the 
immigrant in the development of our national life. 

(c) Neighborhood meetings, motion-picture entertainments, pa- 
triotic addresses, etc., as part of a civic program to arouse 
the interests of the foreign bora in Americanization. 



THE COURSE IN DETAIL. 21 

III. Community singing — Pageantry — Public celebrations — Con. 

References. 

The community drama as an Americanizing force. MacKay. In American 

City, September, 1918. 
Americanization Conference, Washington, D. C. Proceedings, pp. 309-318. 

IV. Right housing conditions for immigrant settlements. 

(a) The critical importance of good housing. 

(b) Campaign to interest the public in the unsatisfactory hous- 
ing conditions of the immigrant. 

References. 

Commission of Immigration and Housing, California. Publications. 
Americanization Conference, Washington, D. C. Proceedings, pp. 328-335. 

V. The public library. ' 

(a) Advertising the library through foreign-language leaflets. 

(b) Organizing library visits. 

(c) The value of simple reading material in the vernacular. 

References. 

Americanization, Boston Public Library. Bulletin. 
Americanization of foreigners. Maine Public Library. Bulletin. 
The Library Journal, October, 1918, and April, 1919. 
Massachusetts Free Public Library Commission. Reports, 1918-1919. 
American Library Association. Reports, 1918-1919. 

VI. Public health nurse. 

(a) Opportunities for training the immigrant to an apprecia- 
tion of good health standards. 

(b) The nurse's strategic position in Americanization work. 

Reference. 
Americanization Conference, Washington, D. C. Proceedings, pp. 381-384. 

VII. Prevention of exploitation. 

(a) Exploitation the cause of most serious misunderstandings 
of America. 

(b) Provision for legal protection and advice by State and local 
agencies, 

(c) Opportunities in school classes with advanced pupils to pre- 
sent the fundamental rights of a citizen in a democracy. 

References. 

Massachusetts Commission on Immigration. Report, 1914. 
Massachusetts Bureau of Immigration. Report, 1918. 
Americanization Conference, Washington, D. C. Proceedings, pp. 266-277. 
Immigration and labor supply. Leschovier. In Atlantic Monthly, April, 1919. 



22 TRAINING TEACHERS FOR AMERICANIZATION. 

VIII. Coordinating the work of public and private agencies. 

References. 

The Federal-State program. Mass. State Board of Education. Depart- 
ment of University Extension. 
See also " Fifteen Points " in this course. 

Note.— The subject matter suggested in this section is very 
adequately covered in the volume just issued by the United States 
Bureau of Education, entitled " Community Americanization," 
by F. C. Butler, Federal Director of Americanization. This 
pamphlet is recommended as a basic text for part 2. 

PART 3. INTRODUCTION. 

Part 3 is intended specifically for the classroom teacher. The idea 
is to set before her the aims, content, methods, and devices in the 
teaching of immigrants. Obviously no attempt to do this can be 
really worth while unless the lectures or conferences suggested by the 
material that follows be accompanied by observation work, or 
practice teaching, or both. It is recommended that wherever possible 
the teacher-training course include provision for these activities. 
The lectures and conferences may then be based largely on data 
gathered from actual classroom situations. 

Observation should always be purposeful. With the idea of 
making it so, the following points are presented. Students who visit 
for observation should be asked to report what they see and hear, 
using some such outline as the following: 

I. Attitude of class : 

(a) Are the students busy or only attentive? 

(6) Is the spirit of the class alert and interested in learning? 

(c) Do the students evidence a feeling of pleasant satisfaction? 

(d) Is there a friendly feeling of cooperative effort between 
teacher and students? 

(e) Is there an atmosphere of equality and neighborliness ? 

II. Classroom equipment : 

(a) Is the furniture comfortable? 

(b) Are the lighting, heating, and ventilation conditions satis- 
factory ? 

(c) Is the blackboard space adequate? 

(d) Are the pictures, signs, bulletin boards, etc., interesting and 
inspiring ? 

(e) Are the textbooks adapted to the needs and abilities of the 
students ? 



THE COURSE IN DETAIL. 23 

III. Conversation work : 

(a) Which forms of the direct method are used? 

(b) Is the choice of lesson material of interest to the students? 

(c) Does the teacher succeed in getting the students to talk? 

(d) How much attention is paid to correct English pronuncia- 
tion? 

(e) Does the theme development proceed naturally? 
(/) How many new words are being taught? 

{g) Is the drill work sufficient and interesting? 

IV. Heading : 

(a) Is the text adapted to the abilities of the students? 

( b ) How much silent reading is required ? 

(c) Do the students read to the class? 

• (d) Does the teacher read to the students? 
(e) Is the reading period too long or too short? 

V. Writing. 

(a) Does the teacher teach penmanship as such? 

(b) Have the students right models for practice work? 

(c) Is the period too long or too short? 

VI. History, civics, arithmetic. 

(a) Is the lesson material selected with reference to the abilities 
and needs of the class ? 

(b) Is a correlation made between the lesson material and the 
daily experiences and interests of the students ? 

(c) Is the work in English neglected for these subjects? 

(d) Do the students question about the difficulties in the lesson? 

(e) What references are made by the teacher to the immigrant's 
background ? 

THE TEACHING PROBLEM IN AMERICANIZATION. 

I. Classification of students. 

(a) Suggested division: (1) Beginners; (2) intermediates; (3) 
advanced. 

(b) Basis for this division in terms of ability to speak English. 
to read English, and to write English. 

(c) Other factors in classification: (1) The factor of race; (2) 
the factor of sex; (3) the factor of literacy or illiteracy in 
native language. 

(d) Suggestions as to the application of the above to concrete 
situations : ( 1 ) Cautions as to the limits of their application ; 
(2) the right attitude toward the immigrant's preferences 
and prejudices. 

(e) The necessity for flexibility in grading. 



24 



TRAINING TEACHERS FOR AMERICANIZATION. 



I. Classification of students — Continued. 

References. 

How to teach English to foreigners. Goldberger. Pp. 25, 26. 

First steps in Americanization. Mahoney and Herlihy. Chapter II. 

Mass. Board of Education. Department of University Extension. Teach- 
er's handbook. Pp. 4, 5. 

The teaching of English to the foreign born. Goldberger. U. S. Bureau of 
Education. Bulletin, 1919, No. 80. 

II. Aims (beginner's classes) : 

(a) To teach the students to talk, to read, and to write English : 
( 1 ) Relative importance of these three phases of instruction. 
(b) More specifically: 

(1) To teach students how to talk in simple sentences about 
their daily experiences. 

(2) To teach students how to read and understand English 
that is simple and practical in content. 

(3) To teach students how to write the simplest facts of 
identification and personal history. 

(4) To make a beginning in teaching Americanism. 
(c) Lesson material as related to the above aims : 

( 1 ) Does the content of the conversation lesson appeal to 
the student's interests and provide him with specific 
help for his daily conversation? 

(2) Does the lesson material in reading and writing satisfy 
his immediate needs as an adult who learns English for 
practical purposes? 

References. 

How to teach English to foreigners. Goldberger, p. 17. 
First steps in Americanization. Mahoney and Herlihy, Chapters 2 and 3. 
A course of study and syllabus for teaching English to non-English-speak- 
ing adults. Goldberger and) Brown. 

III. Aims (intermediate class). 

(a) To teach students how to talk correctly about a wider range 
of subjects than those in the class for beginners. 

(b) To teach them how to read simple English on a variety of 
subjects touching on everyday experiences. 

(c) To teach them how to spell common words. 

(d) To teach them how to write a simple letter, personal or busi- 
ness. 

(e) To furnish an elementary knowledge of American history 
and citizenship and the fundamental standards of healthful 
living in American communities. 

(/) To inculcate Americanism, in terms of attitudes, habits, and 
abiding convictions. (See p. 1.) 



THE COURSE IN DETAIL. 25 

III. Aims (intermediate class) — Continued. 

References. 

First steps in Americanization. Mahoney and Herlihy. Chapters 3 and 4. 
Course of study and syllabus. Goldberger and Brown, pp. 31, 33, 35. 

IV. Aims (advanced class). 
a) To encourage students to free expression of opinion on sub- 
jects of vital interest. 

h) To eliminate as far as possible common grammatical errors 
from the students' speech and writing: (1) The necessity for 
moderation here. v 

c) To eliminate as far as possible foreign idioms and foreign 
accent : ( 1 ) The necessity for moderation here. 

d) To emphasize what is good in our newspapers, magazines, 
and literature ; to form the library habit. 

e) To prepare a good foundation for naturalization through 
the study of American history, civics, and problems of our 
national life. 

'/) To inculcate a pride in America, and the desire and the pur- 
pose to be a good American. (See pt. 1.) 

References. 

A course of study and syllabus. Goldberger and Brown, pp. 39, 48. 
Americanization Conference, Washington, D. C. Proceedings, p. 27. 
A suggested program for Americanization. General Federation of 
Women's Clubs. Bulletin, 1918. 

V. The proper atmosphere in the Americanization school. 

(a) The importance of a cheerful environment, especially in 
evening school classes: (1) Suitable furniture, adequate 
lighting, etc. 

(b) The necessity of casting aside traditional day-school ideas 
as to organization : ( 1 ) Clubs instead of classes, etc. 

(c) The principle of use, and its many applications to work 
with adult immigrants. 

(d) The teacher's attitude toward a group of adult immigrants. 

References. 

Americanization Conference, Washington, D. C. Proceedings, pp. 77-84. 

First steps in Americanization, pp. 37-44. 

The teaching of English to the foreign born. Chapter I. 

VI. Method (beginners' classes). 

(a) The child's problems in learning the native language: 
(1) Wealth of concepts; (2) lack of language symbols for 
expression of concepts. 

2584°— 20 4 



26 TRAINING TEACHERS FOR AMERICANIZATION. 

VI. Methods (beginners' classes) — Continued. 

(b) The adult's problems in learning a new language: (1) 
Wealth of concepts; (2) wealth of language symbols in 
native tongue; (3) need for learning new language symbols. 

(c) The indirect method: (1) Thinking involves expression in 
native tongue — translation a necessary step; (2) inhibition 
of free expression in new language caused by roundabout 
procedure; (3) laborious study of vocabulary and grammar 
involved. 

(d) The direct method: (1) Assures training in the habit of 
associating new language symbols directly with objects, 
acts, experiences, and ideas. 

References. 

The art of teaching and studying languages. Gouin. (Basic reference 

book. ) 
The teaching of English to the foreign born. Goldberger. Chapter II. 

Also supplement. 
Americanization Conference, Washington, D. C. Proceedings, pp. 31-41. 

(e) Phases of the direct method: 

(1) Visual or objective: (a) New associations made by use 
of objects; (b) value in teaching names of objects and 
their modifiers. 

(2) Dramatic: 

(a) New associations made by acting out verbs and 
expressions of movement. 

(b) Value in teaching verbs, participial nouns, and 
expression of movement. 

(3) Vernacular: 

(a) Device for expediting explanations of difficult 
words, phrases, and idioms. 

(b) Value of teacher's knowledge of the most common 
idiomatic expressions in the vernacular of the 
pupils. 

(c) Serious disadvantage in too frequent use of ver- 
nacular. 

(4) Laboratory: 

(a) Broadening scope of objective material by taking 
a class on an excursion to places of civic and his- 
toric interest outside the classroom. 

(b) Strengthening bond of understanding between 
teacher and pupil under conditions which are dif- 
ferent from classroom work. 

(5) Utilization of above phases in teaching by direct 
method. 



THE COURSE IX DETAIL. 27 

VI. Methods (beginners' classes) — Continued. 

References. 

How to teach English to foreigners, pp. 5-11. 

First steps in Americanization, pp. 91-111. 

A course of study and syllabus, pp. 2-10. 

The teaching of English to the foreign born. Chapter 2. 

(6) Direct method as exemplified in the "theme": 

(a) "A general act defined by a series of particular 
acts." 

(b) Nature and development of a theme: 

(1) Theme subject. 

(2) A series of sentences in which the subject is 
described and developed around a " unit 
thought." 

(3) The verb in each sentence the pivotal part of 
the theme development. 

(4) Oral development in which the pupil sees, 
hears, understands, speaks, acts, reads. 

(5) Written development through reading, copy- 
ing, dictation. 

References. 

Teaching and studying languages. Gouin. Parts 1 and 2. 

Teacher's handbook. Mass. Dept. of University Extension, pp. 6, 7, 8, 9. 

The teaching of English to the foreign born. Goldberger. Chapter 2. 

English lessons in paper making. Paull. Associated Industries of Massa- 
chusetts. 

English for coming Americans. Rose M. O'Toole. American Rubber Co., 
Cambridge, Mass. 

VII. The use of reading texts (beginners' classes). 

(a) Correlation of the subject matter of reading lesson with con- 
versation lesson. 

(b) Limitation of use of textbooks in early stages. 

(c) Problems in reading for adult immigrant: (1) To learn the 
thought; (2) to express the thought. 

(d) Helps from teacher in ascertaining the thought : (1) Mean- 
ing of words in text developed in conversation lesson; (2) 
questions and discussions. 

(e) Helps in oral reading. 

References. 
The teaching of English to the foreign born. Goldberger. Chapter 2. 
First steps in Americanization, pp. 112-120. 

Mass. Board of Education. Dept. of University Extension. Teacher's 
handbook. 
References in " The home teacher." Commission of Immigration and 
Housing, California. 



28 TRAINING TEACHERS FOR AMERICANIZATION. 

VII. The use of reading texts (beginners' classes) — Continued. 

(/) Phonics: (1) Value in conversation and reading; (2) Dan- 
ger of overemphasis on phonics; (3) Selections based on 
utility ; (4) Drill limited to words within the students' com- 
prehension. 

References. 

First steps in Americanization, pp. 119-122. 
How to teach English to foreigners, pp. I4r-17. 

Mass. Dept. of University Extension, pp. 10-24. Teacher's handbook. 

(g) An examination of reading texts : 
(1) Standards in texts : 

(a) Content adapted to the abilities, interests, and prac- 
tical needs of the adult immigrant. 

(b) Provision for sufficient review assignments. 

(c) Text carefully graded in difficulty. 

(d) Large type. 

(e) Frequent, telling photographic illustrations. 
Note. — Examine several of best-known texts on basis of the fore- 
going criteria. 

References. 
A course of study and syllabus, p. 49. 
First steps in Americanization, p. 138. 

VIII. Writing (beginners' classes). 

(a) First work in writing: (1) Address, and facts of 

personal identification; (2) copying and tracing of 
teacher's model; (3) special study of difficult let- 
ters for individual pupils. 

(b) Dictation: (1) Sentences selected from theme; (2) 

importance of correlation; (3) value of board work 
by pupils. 

References. 
Federal Board for Vocational Education, Washington, D. C. English 1 — 

Bulletin. 
How to teach English to foreigners, pp. 20-21. 
First steps in Americanization, pp. 126-132. 

IX. Important teaching principles applied (beginners' classes). 

(a) Interest: 

(1) As affected by proper selection of material. 

(2) As affected by teacher's preparation: 

(a) Right choice of conversation lesson. 

(b) Choice of objective material. 

(c) List of new words. 

(d) List of phonic sounds. 

(e) Theme. 

(/) Dictation sentences. 

(g) Choice of reading lesson. 



THE COURSE IN DETAIL. 29 

IX. Important teaching principles applied, etc. — Continued. 

(b) Apperception. The teaching appeal through the 

utilization of what the immigrant knows and loves. 

(c) Class activity : 

(1) Importance of voluntary, active attention in 
the learning process. 

(2) Disadvantages of lessons in which the teacher does too 
much talking and explaining. 

(3) Helps from concert work in a beginners' class. 
(d) Habit formation: 

(1) Importance of review and drill. 

(2) Best means of developing right habits: 

(a) Provide strong motive and initiative. 

(b) Make certain that the pupils understand just what 
is to be learned. 

(c) Make drill work interesting by spontaneity and 
variety of presentation. 

Reference. 
First steps in Americanization, pp. 46-68. 

X. Illustrative lesson units for beginners. 

(a) Suggested division of time per session. 

(b) Lesson units in detail. 

Reference. 
The teaching of English to the foreign born. Goldberger. Chapter 3. 

XI. Lesson subjects (Intermediate class). 

(a) Conversation: 

(1) Scope of subjects broadened to include topics of civic 
and community interests. 

(2) Need of continuous practice in talking. 

(b) Phonics: 

(1) Choice of phonics based on special needs of the particu- 
lar nationalities in the class. 

(c) Reading: 

(1) Textbooks with wide variety of reading subjects, but not 
too difficult in sentences, structure, and vocabulary. 

(2) Newspaper reading. 

(3) Silent reading as a test for power of understanding. 

(d) Writing: 

(1) Some time to be devoted to training in improving the 
penmanship of the pupils. 



30 TRAINING TEACHERS FOR AMERICANIZATION. 

XI. Lesson subjects (intermediate class) — Continued. 

(d) Writing — Continued. 

(2) More attention devoted to correct spelling than in the 
class for beginners. 

(3) Simple social and business letters. 

(4) Dictation selected from the conversation and reading 
lessons. 

(e) History of the United States: 

(1) Selection of a minimum of facts describing the im- 
portant eras in our history. 

(2) Value of frequent reference to the importance of the 
part which has been played by the immigrant in our 
history. 

(3) Importance of illustrated lectures. 

(4) Recognition of the achievements of the " foreigner " in 
the ranks of the United States Army and Navy in the 
recent World War. 

(/) Civics: 

(1) Discussions in civics limited to the functions of those 
governmental agencies with which the student is fa- 
miliar, e. g., postman, policeman, fireman, health de- 
partment inspector, etc. 

(2) Training in civics to teach the immigrant that he has 
responsibilities as a resident and a citizen in his own 
community. (See under the Socialized School.) 

(3) Health standards in home, factory, and in public places. 

(4) Awakening of a desire for citizenship through the 
knowledge of our American ideals in social, political, 
and industrial life. 

References. 
A course of study and syllabus. Goldberger and Brown, pp. 30-39. 
The Rochester plan of immigrant education. Finch. 
Americanization and citizenship. Webster. 
English for foreigners. Book 2. O'Brien. 
Plain facts for future citizens. Sharpe. 
Civics for new Americans. Hill and Davis. 

The fundamentals of citizenship. National Catholic War Council, Wash- 
ington, D. C. 

XII. Lesson subjects (advanced class). 
(a) Oral language : 

(1) Training in learning to speak English correctly: 
Conversation on subjects of interest to the students. 

(2) Study of functional English grammar as illustrating 
the principles of correct speech. 

(3) Value of debates and class discussions as mediums for 
training in oral expression. 



THE COURSE IN DETAIL. 31 

XII. Lesson subjects (advanced class) — Continued. 

(b) Written language": 

(1) Spelling — training in spelling and in the use of the dic- 
tionary. Use of spelling lists of the most common 
words, e. g., Ayers Spelling Test. 

(2) Social letters. Importance of utilizing immigrant's 
experiences and needs in this work. 

(3) Business letters : 

(a) Letters of application for positions. 

(b) Letter to " mail order " houses. 

(c) Letters of inquiry to public officials. 

(c) Current events. (Connect with oral language.) 

(1) Reading and discussions based on newspaper and maga- 
zine articles of public interest. 

(2) Debates on topics of current interest. Education in 
Americanism. (See Part 1.) 

(d) History : 

•(1) Special study of the reasons why the United States 
entered the World War. 

(2) Illustrations in the history of the United States or other 
issues in which our ideals of freedom and justice were 
upheld. 

(3) Summary of the important facts in each of the big eras 
of our history. 

(4) Study of the lives of our national heroes as examplars 
of Americanism. 

(e) Civics: 

(1) The duties of a citizen in the local community. 

(2) The organization of local government. 

(3) The benefits derived from the State government. 

(4) Organization of State government and the reasons for 
State taxation. 

(5) Benefits derived by the citizens from the National Gov- 
ernment. 

(6) The organization of our National Government in Wash- 
ington. 

(7) Intensive study of the requirements for naturalization. 

References. 
See Part 1. 

The new American citizen. Mintz. 
Civics for Americans in the making. Plass. 
My country. Turkington. 
You are the hope of the world. Hajedoon. 

Civic Education Association, Buffalo, N. Y. New citizens' handbook. 
The fundamentals of citizenship. National Catholic War Council, Wash- 
ington, D. C. 



32 TRAINING TEACHERS FOR AMERICANIZATION. 

XIII. The socialized school. 

(a) The school as an Americanization center: 

(1) Provision of opportunities for the performance of 
social activities. 

(2) Opportunities for friendly democratic commingling of 
the native and foreign born. 

(b) Utilization of the prominent social instincts of the immi- 

grant. 

(c) Varieties of activities possible in school buildings. 

(1) Classroom: 

(a) Class and solo singing of native and American 

songs. 

(b) Recitations in the vernacular and in English. 

(c) Chalk sketching on the blackboards. 

(d) Exhibits of drawing, painting, handicrafts, etc., 

done out of school. 

(2) In the school hall: 

(a) Lectures in the vernacular and in 'English. 
(Health, sanitation, work of various departments 
of the Government, etc.) 

(b) Illustrated historical and geographical talks. 

(c) Motion pictures. 

(d) Vocal and instrumental concerts. 

(e) Social dancing (properly supervised). 

(/) Costume parties (exhibitions of the native dress cos- 
tume) of the students. 

References. 

First steps in Americanization, pp. 37-43. 

Americanization Conference, Washington, D. C. Proceedings, pp. 77-84. 
Wide use of school building. Perry. 

XIV. Who is the successful teacher of immigrants ? 

(a) Personality: (1) Courteous, alert, possessing a sense of 
humor. 

(b) Attitude: (1) Sympathetic, understanding, free from 
condescension. 

(c) Knowledge: 

(1) A thorough understanding of Americanism. 

(2) A knowledge of immigrant backgrounds and char- 
acteristics. 

(d) Training: 

(1) A grasp of the methodology necessary in the 
early stages of immigrant instruction. 



THE COURSE IN DETAIL. 33 

XIV. Who is the successful teacher of immigrants? — Continued. 
(d) Training — Continued. 

(2) (Skill in applying general principles to concrete 

situations. 

(3) Initiative in organizing the materials of instruc- 

tion. 
Note. — The subject matter suggested in part 3 is very ade- 
quately covered in Mr. Goldberger's bulletin entitled " The 
Teaching of English to the Foreign Born," recently issued 
by the United States Bureau of Education. This bulletin 
is recommended as a basic text for part 3. A bulletin very 
recently issued by the " Service Citizens " of Delaware, 
under the title of " Six Months of Americanization in Dela- 
ware," is also very helpful. This latter bulletin may be 
secured by applying to the executive secretary of the " Serv- 
ice Citizens " of Delaware, at Wilmington, 

PART 4. IMMIGRANT BACKGROUNDS AND RACIAL 
CHARACTERISTICS. 

I. Value of a teacher's approach to the immigrant through her 

knowledge of the pivotal facts of his racial inheritance in 
history, government, religion, home life and occupations, politi- 
cal aspirations, art, music, etc. 

References. 

First steps in Americanization. Mahoney and Herlihy. Chapter III, 
Section 2. 

Old homes of new Americans. Francis E. Clark. Introduction. 

Our Italian fellow citizens. Francis E. Clark. Introduction. 

The school and the immigrant. H. A. Miller. (Cleveland Survey.) 
Chapter IV. Introduction. 

Leadership of the new America. Archibald McClure. Introduction, 
pp. 18-19. 

The new immigration. Peter Roberts. Chapter XXI, p. 308. 

Immigrant forces. W. P. Shriver. Chapter II, pp. 39-41. 

On the trail of the immigrant. E. A. Steiner, Chapter I. 

The goal of Americanization work. Albert E. Jenks. In Survey, Janu- 
ary 11, 1919. 

II. Americanization as affected by present political and economic 

conditions in the home countries. 

References. 

Americanization conference, Washington, D. C. Proceedings. Paper by 

Herbert A. Miller. 
Twenty years at Hull House. Jane Addams. Chapter XVII. Echoes of 

the Russian revolution. 



34 TRAINING TEACHERS FOR AMERICANIZATION. 

III. Type study of the background and racial characteristics of one 
race. 

The Italians: 

(1) Physical features of the country as influencing its 
civilization. 

(2) Salient facts in its history, including its greatness in 
literature, art, music, etc. 

(3) Kind of government and division into classes, if any, 
with special reference to groups from which our immi- 
grants come. 

(4) Reasons for emigration. 

(5) Opportunities for education. 

(6) Home life, religion, occupations, amusements, etc. 

(7) Racial characteristics. 

Open my heart and you will see 
Graved inside of it " Italy," 
Such lovers old are I and she — 
So it always was, so ever shall be. 
— On the title-page of " Italy To-day," by King and O'Key. 

References. 

Italy today. King and O'Key. (English authors.) 

The Italians of to-day. Richard Bagot. (English author.) See especially 
Chapter II and the last chapter. 

The Italian in America. Lord, Trenor, and Barrows. 

Italian life in town and country. Luigi Villari. 

Our Italian fellow citizens. Francis E. Clark. 

In their old homes and their new. 

United Italy. F. M. Underwood. See especially Chapters I, VIII, XIII, 
XIX, XV. 

A history of Italian Unity. (Voluminous but excellent.) _ 

Italy of the Italians. Helen Zimmern. (A compendium for easy use.) 

New lives for old. William Carleton. 

The schoolmaster of a great city. Angelo Patri. 

The immigrant ; a drama. Percy MacKaye. 

General works with chapters or sections on Italy: (1) Leadership of the 
new America. Archibald McClure. Part II, Chapter XII. (2) On 
the trail of the immigrant. Edward A. Steiner. Chapter XVII. (3) 
Races and immigrants in America. John R, Commons. Chapter IV, 
pp. 70-79. (4) Immigrant forces. Wm. P. Shriver. Chapter II, pp. 
39-41. (5) The school and the immigrant. H. A. Miller, In Cleve- 
land Survey, Chapter IV. (6) The immigration problem. Jenks and 
Lauck. Chapter VI, pp. 83-90. (7) The immigrant invasion. Warne. 
Chapter III. 



THE COURSE IN DETAIL. 35 

IV. Statistics or other material showing the adaptability of the dif- 
ferent races in the process of assimilation. 

References^. 

The immigration problem. Jenks and Lauck. Chapter III, p. 34; Chapter 

XV, p. 317. Tables on pp. 429-453. 
Immigration. Fairchild. pp. 397-415. 

Races and immigrants in America. J. R. Commons. Part IV. 
The tide of immigration. Frank J. Warne. Chapter XXIX. 
The new immigration. Peter Roberts. Chapter V. 
The Italian in America. Lord, Trenor, and Barrows. Chapter XI. 
Americanization. W. Talbot, pp. 89, 108, 145, 150, 157. 

V. Books or magazines dealing with racial backgrounds and charac- 

teristics. 

References. 

(1) General. 

Leadership in the new America. McClure. 

Races and immigrants in America. Commons. 

On the trail of the immigrant. Steiner. 

The immigrant tide. Steiner. 

Old homes of new Americans. Clark. 

Americans in process. Woods. 

One way out. W. Carlton. 

Lives of undistinguished Americans. Holt. 

Scum o' the earth and other poems. Schauffler. 

Twenty years at Hull House. Addams. Chapter XI and throughout the 

book. 
The school and the immigrant. Miller. Chapter IV. 
Immigrant forces. Shriver. Chapter II. 
Aliens or Americans. Grose. Chapters IV and V. 
The immigrant invasion. Warne. Chapter VII. 
The immigrant, an asset and a liability. Haskin. Chapter VII. 
The immigration problem. Jenks and Lauck. Chapters II and VI. 

MAGAZINES. 

Literary Digest, October, 1918, through June, 1919, articles on various 
nationalities. 

National Geographic Magazine, December, 1918. A monograph on Euro- 
pean nationalities. Various articles on races and nations. See their 
file. 

The Outlook, August and September, 1915. A series of articles on " My 
immigrant neighbors," by Gertrude Barnum. 

(2) Special Nationalities. 

(a) Northern Europe. 

FINLAND. 

Finland and the Finns. Arthur Reade. 

The land of 1,000 lakes. Ernest Young. 

Finland to-day. George Renwick. 

Kalevala (the Finnish epic). Translated by Crawford or Kirby. 



36 TEAINING TEACHEES FOE AMEEICANIZATION. 

V. Books or magazines dealing with racial backgrounds, etc. — 
Continued. 

LITHUANIA. 

The history of the Lithuanian nation and its present national aspirations. 
Kunigas A. Jusaitis. 

SCANDINAVIA. 

The making of an American. Jacob Riis. 

O pioneers. Willa S. Cather. 

Scandinavia of the Scandinavians. Henry G. Leach. 

(&) Middle and Southern Europe. 

THE SLAVS. 

Our fellow Slavic citizens. E. Balch. 

Old homes of new Americans, Francis E. Clark. 

POLAND. 

Short history of Poland. Julia Orvis. 

Poland, the knight among nations. Van Norman. 

Poland of to-day and yesterday. N. O. Winter. 

Poland, a study of the land, people, and literature. George Brandes. 

Russian realities and problems. Roman Dmowski. Chapter on " Poland, 

old and new." 
Novels by Sienkiewics: (1) With fire and sword; (2) The deluge; Pan 

Michael. 

UKRAINIA. 

Ukraine's claims to freedom. Ruthenian National Union. 

CZECHOSLOVAKIA. 

The case for Bohemian independence. E. Benes. 
Bohemia under Hapsburg misrule. Thomas Capek. 
The Slovaks of Hungary. Thomas Capek. 
Bohemia's hopes and aspirations. Pergles. (A pamphlet.) 

JUGO-SLAVIA (INCLUDING THE SERBS, CROATIANS, SLOVENES, MONTENEGRINS). 

National Geographic Magazine, December, 1918. 

See books under " General." 

See books under " Slavs." 

Montenegrins in history, politics, and war. Alex. Devine. 

The Serbs : Guardians of the gate. Laffan. 

Serbia in light and darkness. Father Velimirovic. 

RUSSIA. 

An interpretation of the Russian people. Les Wiener. 

Russia, the country of extremes. Mme. W. Jarintzoff. (Voluminous but 
pithy. ) 

Russia. Singleton. 

Potential Russia. Child. 

The Russian Empire of to-day and yesterday. Winter. 

Some Russian heroes. Sonia Howe. 

The little grandmother of the Russian revolution. K. Breshkovsky. Trans- 
lated by A. S. Blackwell. 



THE COURSE IN DETAIL, 37 

V. Books or magazines dealing with racial backgrounds, etc. — 
Continued. 

MAGYARS. 

See books under " General," under Hungarians. 

AUSTRIANS. 

Karl Bitter, a biography. F. Schevill. 

THE JEWS. 

The Jews of Russia and Poland. Friedlander. 

The immigrant Jew in America. Edmund James and others. 

The lie. Mary Antin. (Pamphlet form published by Atlantic Monthly 

Press. ) 
Biographies. Russian Polish : The promised land. Mary Antin. My 

mother and I. E. Stern. Out of the shadow. R. Cohen. One of them. 

R. Hasanovitz. Hungarian : From alien to citizen. E. A. Steiner. 

Rumanian: An American in the making. M. E. Ravage. 

Graeco-Latin. 

ITALY. 

See books under Topic 3. 

PORTUGAL. 

Portugal old and young. A historical study by Young. 

Portugal of the Portuguese. Bell. 

Portugal and its people. Koebel. 

The new map of Africa. H. A. Gibbon. Chapter XIII. (Portuguese 

Colonies. ) 
National Geographic Magazine, July, 1919. Article on the Azores. 

GREECE. 

Greece and the Greeks. Z. D. Ferriman. 
Greek life in town and country. W. Miller. 
Greece in the nineteenth century. Lewis Sargeant. 
Greece of the twentieth century. Martin. 
Greece of the Hellenes. Lucy M. Garnett. 
Greeks in America. Thomas Burgess. 
Michael Anagnos. Frank Sanborn. 

ALBANIA. 

Albania past and present. Constantine A. Chetrizc. 
Albania, the foundling state of Europe. W. Peacock. 

ROUMANIA. 

Greater Roumania. D. Mitrany. 

(c) In Turkey or outside of Europe. 



38 TRAINING TEACHERS FOR AMERICANIZATION. 

V. Books or magazines dealing with racial backgrounds, etc. — 
Continued. 

ARMENIA. 

Tragedy of Armenia. B. Papazian. 

Armenia, a martyr nation. M. C. Gabrielian. 

Songs of Armenia. Edited by A. S. Blackwell. 

Help the near east. Rihbany. Chapter on " Human assets." 

SYRIA. 

A far journey. A. Rihbany. 

The Syrian Christ. A. Rihbany. 

Help the near east. A. Rihbany. Chapter on " Human assets." 

TURKEY. 

Turkey and the Turks. W. S. Munroe. 
Turkish life in town and country. L. Garnett. 
Turkey of the Ottomans. L. Garnett. 

PART 5. AN OUTLINE OF THE AMERICANIZATION MOVEMENT. 

(A) .THE IMMIGRANT TIDE. 

I. Causes of emigration: (a) Economic, (b) desire for social im- 

provement, (c) political, (d) religious. 

References. 

The immigrant problem. Jenks and Lauck. 

The immigrant tide. Steiner. 

The immigrant invasion. Warne. 

Abstracts of reports of Federal Immigration Commission, volume 1. 

II. Sources of immigration: (a) Earlier period. — United Kingdom, 
Scandinavia, Netherlands, Belgium, France, Switzerland, 
Austria-Hungary, Russia, Italy, (b) Later period.-^-Greece., 
Balkan States, Portugal, Poland, Roumania. 

References. 

The new immigration. Roberts. 

Tide of immigration. Warne. 

Abstracts of reports of Commission on Immigration, volume 1. 

III. Survey of statistics of immigration with reference to distribu- 
tion of immigrants throughout the United States, their partici- 
pation in our industrial life, and their adaptability to assimi- 
lation. 

Reference. 

Abstracts of Report of Immigration Commission, volume 1. 

Immigration. Hall. 

Immigration and labor. Commons. 



THE COURSE IN DETAIL. 39 

IV. Legislation prior to 1915. 

References. 
Abstracts of Report of Immigration Commission, volume 1. 

V. Early attempts to educate the immigrant. 

(a) The evening school : 

(1) The operation of the compulsory-attendance law for 
illiterate minors. (Massachusetts.) 

(2) The beginnings of the attempt to professionalize teach- 
ing in evening schools. 

References. 

School reports prior to 1915 of such cities as the following: Boston, Cain- 
bridge, Lawrence, Worcester, Gardner (Mass.) ; New York City, 
Syracuse, Rochester, etc. 

New York State Commission of Immigration. Report, 1909. 

(3) Inadequacy of early attempts in evening schools : 

(a) Financial support pitifully small. 

(b) Lack of interest on part of public. 

(c) Untrained teachers, unsuitable texts, poor teaching 
methods, poor housing facilities. 

(d) Little positive attempt to secure or follow up 
attendance. 

References. 

Massachusetts Commission on Immigration. Report, 1914. 
The school and the immigrant. H. A. Miller. Cleveland. 

(b) Other agencies: 

(1) Early attempts in settlement houses. 

(2) Work of industrial committees of Young Men's Chris- 
tian Association. 

(3) Work of Council of Jewish Women, North American 
Civic League for Immigrants, the Immigrant Aid So- 
ciety, the National Slovak Society (Pittsburgh), and 
others. 

(4) Educational activities usually hampered by lack of 
trained teachers. 

(5) Early attempts at organization of lesson material in 
Dr. Peter Koberts's " Lessons in English for Coming 
Citizens." 



40 TRAINING TEACHERS FOR AMERICANIZATION. 

(B) BEGINNINGS AND DEVELOPMENT OF THE AMERICANIZATION MOVEMENT. 

I. "America First" campaigns. 

References. 

Reports of the "America First " campaigns conducted in Detroit, Rochester, 

Boston, and Cleveland. 
United States Bureau of Education. Early reports on Americanization 

campaigns. H. H. Wheaton. 
United States Chamber of Commerce, New York City. Pamphlets on 

Americanization. 

II. Americanization as affected by the war. 

(a) Activities of State councils of defense. 

References. 

Publications of the Americanization committees of the councils of New 
Hampshire, Connecticut, Ohio, Pennsylvania, Delaware. 

National conference, Washington, D. C, 1918. Report on "Americaniza- 
tion as a war measure." 

(b) Disclosures of immigrant illiteracy in the American Army. 

Reference. 
Uncle Sam's adopted nephews. Rindge. In Harper's, July, 1918. 

(c) Awakening of public interest in the need of an extensive 
national policy for education of the adult immigrant. 

References. 

Department of the Interior, Washington, D. C. America-Americanism- 
Americanization. Bulletin. 

United States Bureau of Education. Americanization bulletins, beginning 
September, 1918. 

(d) National Americanization Committee, New York City. Pub- 
lications. 

III. Industrial Americanization. (See Chap. III.) 

(a) Early attempts in the factories of the Ford Motor Car Co.. 
Detroit, and D. A. Sicher Co., New York. 

References. 

Publications of the Ford English school. 

Where garments and Americans are made. D. A. Sicher Co., New York. 

(b) Development of the factory class idea: 

(1) On factory time. 

(2) On part time. 

(3) On employees' time. 

(4) Cooperation with public school authorities. 



THE COURSE IN DETAIL. £1 

III. Industrial Americanization. (See Chap. Ill) — Continued. 

References. 

Americanization Conference, Washington, D. C, 1919. Proceedings. 
Americanization in industry. Associated Industries of Massachusetts (1918) . 
Massachusetts Bureau of Immigration, 1919. Report. 
An Americanization factory. In Outlook, February 23, 1916. 

IV. Americanization and the immigrant woman. (See special chap- 
ter on this topic.) 

References. 

Study also the working out of this problem in California by the Commis- 
sion of Immigration and Housing. 

Americanization Conference, Washington, D. C. Proceedings. See espe- 
cially paper by Miss Dow. 

Woman's Municipal League of Boston. Report, 1919. 

V. Present status of the Americanization movement from the stand- 

point of — 

(a) Federal activities: 

(1) Functions and activities of the Americanization Divi- 
sion, United States Bureau of Education. 

(2) The beginnings of national responsibility and national 
leadership. 

(3) Functions and activities of the Bureau of Naturalization. 

(4) Need of close cooperation between Federal agencies. 

(5) Recent and pending Federal legislation in Americani- 
tion. 

References. 

Publications of Americanization Division and of Bureau of Naturalization. 
Americanization Conference, Washington, D. C, 1919. Proceedings. 

( b ) State activities : 

(1) Study State plans and recent State legislation in these 
typical States : New Hampshire, Massachusetts, Rhode 
Island, New York, Pennsylvania, Delaware, and Cali- 
fornia. 

References. 

State Americanization. Butler. Bureau of Education, Bulletin, 1920, No. 77. 

Mass. Board of Education. Department of University Extension. Ameri- 
canization publications, 1918-19. 

New Hampshire Board of Education. Americanization publications, 1919. 

New York State Department of Education. Americanization bulletins, 
1918-19. 

California Commission on Immigration and Housing. Americanization 
publications. 

Pennsylvania Council of National Defense. Americanization publications. 

Commissioner of Public Schools, Rhode Island. Americanization circulars. 

Issued by the Service Citizens of Delaware. Bulletin No. 2, Sept., 1919. 



42 TRAINING TEACHERS FOR AMERICANIZATION. 

V. Present status of the Americanization movement, etc. — Continued. 

(c) City activities : 

(1) Study city plans conducted by boards of education and 
Americanization committees in such cities as these: 
Boston, Lowell, Fall River, Cambridge, Lawrence, 
Hartford, Rochester, Buffalo, Syracuse, Detroit, Cleve- 
land, St. Louis, Cincinnati, Chicago, Erie, Akron, Min- 
neapolis, Toledo, Los Angeles, Oakland, Wilmington 
(Delaware). 

(2) For others see issues of Americanization Bulletin, U. S. 
Bureau of Education. 

(3) Note the beginnings of — 
(a) Teacher training. 

( h ) The idea of community responsibility. 

(d) Activities and functions of semipublic agencies. 

( 1 ) Study activities and functions of such agencies as these : 
Y. M. C. A. ; Y. W. C. A. ; National Catholic War Coun- 
cil; Council of Jewish Women; The Educational Alli- 
ance (New York City) ; public libraries ; visiting nurses ; 
various women's organizations ; immigrant aid societies ; 
immigrant organizations, etc. 

References. 

Americanization Conference, Washington, D. C, 1919. Proceedings. 

National Catholic War Council, Washington, D. C. Americanization publi- 
cations. 

Immigrant Education Society, New York City. Publications. 

North American Civic League for Immigrants, Boston. Bulletins. 

Reports of these immigrant societies : Armenian Colonial Association, 837 
La Salle St., Chicago; Swedish National Association, 143 -Dearborn St., 
Chicago ; and other similar organizations. 

(e) Looking ahead. 

Reference. 

Americanization Conference, Washington, D. C. Proceedings. Papers by 

Mr. Thompson and Mr. Bell. 
Community Americanization. Butler. Bureau of Education, Bulletin, 

1919, No. 76. 



Chapter III. 
INDUSTRIAL OR FACTORY CLASSES. 

By Fkances K. Wetmore. 



It is only within a few years that industry has realized the advan- 
tages derived by both employer and employee from well-organized, 
well-taught classes in English and citizenship for the non-English 
speaking employees. A few progressive firms established their own 
classes and proved beyond question that there were fewer accidents, 
less labor turnover, and more efficient work when one common 
language was spoken. Among the firms early realizing the value of 
these classes were the Henry Ford factory, of Detroit, Mich., and the 
Dudley G. Sicher factory, of New York City. The Ford factory 
proved it could reduce accidents 54 per cent by the teaching of 
English to the foreign-born employee. The Dudley Sicher factory 
records show a marked increase in the efficiency of their employees, 
directly due to the inauguration of the English classes. Moreover, 
the speaking of one language eliminates the " straw boss," frequently 
a source of trouble and misunderstanding in the industry, and not 
infrequently an exploiter of the employee. 

The employee is eager to avail himself of the opportunity these 
classed present, when he realizes that it means a better chance of 
promotion, through a familiarity with the vocabulary used in other 
departments, as well the names of tools, materials, and processes of 
construction used in his own department of the factory. He realizes 
also that through a better understanding of the English language 
he comes in closer touch with American life, customs, and institutions. 

It is obvious that 10 hours of industrial toil are not conducive to 
scholastic work, and that classes held in the industries provide an 
excellent, if not the best possible opportunity for the large number 
of our foreign-born industrial workers to learn English. 

CLASSROOMS AND EQUIPMENT. 

Among the first considerations in establishing a class in an industry 
is that of proper space. The place for the classroom should be 
selected in relation to — (a) Size; (b) Light and air; (c) Location; 
and (d) Permanency. 

43 



44 TRAINING TEACHERS EOR AMERICANIZATION. 

(a) The size of the space provided for the class must be adequate 
for the number of students attending the class. A group of men and 
women will not long attend a class with insufficient room or uncom- 
fortable seats. 

(b) There should be sufficient light to enable the student to see 
the blackboard or the printed page without effort, and there should 
be enough fresh air to enable the group to keep alert and alive to the 
work presented. 

(c) The location of the class should be somewhat secluded, so the 
student will not feel conspicuous or a subject of ridicule to his fellow 
workers. A man or woman hesitates to enter and frequently refuses" 
to remain in a class held in a large room or corridor where there is 
frequent passing and where he is observed and pointed out by his 
English-speaking coworker. 

(d) The space should be selected with some idea of permanency. 
Change of location always has a tendency to scatter a group. A man 
or woman usually becomes discouraged when forced to search for 
the space newly assigned to the class. 

This is partially due, possibly, to timidity, and sometimes to the 
limited time at his disposal for classroom work. So much is this 
true, however, that the difference between an open and closed door 
to a classroom has made the difference between success and failure 
with a class of non-English-speaking adults. 

The equipment necessary for an industrial-plant class is very 
simple. There should be (a) comfortable seats, (h) a table or ade- 
quate space for writing, (c) paper and pencils, (d) a large black- 
board for illustrating and writing, (e) lesson leaflets and later 
books, (/) a map of the United States, {g) the United States flag. 

This will usually prove sufficient equipment for an industrial class, 
with the simple material which the teacher will bring to illustrate 
her lesson. 

Given space and equipment, the time assigned for the class is the 
next consideration. There are three arrangements of time possible : 
(1) The class held on company time; (2) the class held on the men's 
own time; (3) the class held on half company time and half the 
men's time. 

The type of industry will suggest somewhat, at least, the best 
arrangement of time. Where the entire machinery of a floor must be 
shut down when a number of men leave their places, it presents a 
more difficult problem than where the work of the individual is a 
little less closely related to the work of the entire group. However, 
it has always proved an advantage for the company to show suffi- 
cient interest and encouragement in the class to share at least the 
time with the employee. 



INDUSTRIAL OR FACTORY CLASSES. 45 

Moreover, it has been definitely proved that the employer shares 
in the benefit derived from the class through the increased efficiency 
of the employee. It has been recently stated by one large firm where 
the men are allowed one hour on company time, twice each week, for 
a class in English and citizenship, that the product of the company 
was not lessened by the time given the men, but rather increased 
through increased efficiency. 

Many of the most satisfactory classes are conducted wholly on 
company time. Noon has proved a successful hour for holding 
classes in many industries, provided additional time is given for 
luncheon. The hour immediately after work has been chosen by 
many industries as a satisfactory time, especially when work stops 
at 3.30 or 4.30, or a new shift comes on at that hour. It has proved 
advantageous in many cases where the class is held after working 
hours to serve coffee and sandwiches or doughnuts to the men before 
they attend the class, as the man's vitality is lowered that hour. 

When the space has been selected, the equipment provided, and the 
time appointed, the next consideration is the organization of the 
group. Experience proves that for satisfactory work the classes 
must be kept small in number, and there must be an attempt at grad- 
ing, at least according to degree of literacy in their native language 
and their ability to use the English language. . Separate classes for 
men and women have usually proved expedient only where they work 
in separate departments in the industry. Where they work side 
by side, as in the clothing trades, for example, they come very natur- 
ally into the classroom together. 

The subject matter presented must be of real interest and relate 
itself to the experience of the men and women composing the group, 
if the class is long to exist. Material from a first, second, or third- 
grade primer is of very little interest or importance to a man or 
woman engaged in the problems of industrial life. 

METHODS OF INSTRUCTION. 

A desire to converse in English is usually the first incentive which 
prompts a man or woman to attend an English class. Therefore 
simple lessons giving them a vocabulary which will enable them to 
converse about the actual necessities of their everyday life, such as 
their food, their clothes, their home, etc., is the first requirement 
for a non-English speaking man or woman. 

When this vocabulary is acquired lessons should be presented deal- 
ing with industrial life, hours of work, the vocabulary of the particu- 
lar industry in which they are employed ; such as names of tools, the 
names of materials, and processes of construction, safety signs, and 
signals. A book has recently been prepared by one large industry for 



46 TRAINING TEACHERS FOR AMERICANIZATION. 

the use of the men in their plant. It contains excellent illustrations 
of the tools, parts of machinery, safety signs, warnings, etc., accom- 
panied by a text. This is a suggestion as to the type of material 
most useful and of greatest interest to men and most appreciated 
by them. 

Books of rules and regulations for the particular industry can be 
arranged in simple lessons for the class, proving of invaluable bene- 
fit to the men and to the firm, in preventing accidents and other 
ways. In many industries the books of rules which were published in 
five or six different languages before the establishment of the Eng- 
lish classes are now published in but one language — English; and 
the book serves as a textbook for the men and women attending the 
classes. This should be followed by sufficient practical arithmetic 
to enable the pupils to compute their wage in American money, to 
make out a family budget, as well as to make out bank checks, de- 
posit and withdrawal slips, and money orders. 

A series of lessons in American citizenship should be a part of the 
work of each class, and should consist not only of the history of our 
country and our form of government but much of the actual work 
of government, as it touches each individual in his everyday life 
and experience. He should know of the different departments of 
Government and how they function for the benefit of each individ- 
ual, and how he may call these departments to his aid when neces- 
sary. The man and woman should know some of the simple laws 
and ordinances, how they are made, and how they work. He should 
know the process of voting and his responsibility in casting a ballot. 
He should also know of the public institutions in which he, as a citi- 
zen, has a share, as, for example, the public library. 

In all instruction, conservation of the students' time must be con- 
sidered. At best, the men and women attending these classes have 
only a limited time to devote to the learning of a new language. 
Every minute of time is valuable and must be utilized to the best 
possible advantage to them. 

The method employed in this teaching should be what is termed the 
direct or natural method, or the direct association of the name with 
the object or action; that is, wherever a noun is given, the object is 
presented to the class while the name is given. When the verb is 
given, the action accompanies the word, as, walking before the class 
while the word "walk" is pronounced. It is well to introduce pic- 
tures whenever they will assist in making the meaning of a word or 
expression clear. The small picture which can be held in the hand to 
illustrate the lesson is of value, and the stereopticon and moving pic- 
tures have great possibilities wherever it is practical to introduce 
them. With the daylight lantern much of the difficulty of factory 
use is removed. 



INDUSTRIAL OR FACTORY CLASSES. 47 

As the spoken word and object are immediately associated in the 
introduction of a lesson, the next step must be the association of the 
written or printed word with the spoken word or reading. The re- 
producing of the written word or writing soon follows. 

Cooperation is the keynote of success in industrial classes. In 
many places the active cooperation of the association of commerce 
or rotary club and similar organizations in stimulating the organi- 
zation of classes has proved of great value. 

It is important to have a representative appointed from the office 
force of each industry as Americanization director. This representa- 
tive not only adjusts questions relative to space, time, and equip- 
ment, but suggests the names of tools, materials, and processes of 
construction which it would be desirable for the members of the class 
to understand. He should find out for the teacher why a man is 
absent from the class and assist in adjusting conditions so he may 
return. 

It is also of advantage to appoint a committee from the class to 
cooperate with the teacher and Americanization director, to suggest 
to the teacher lines of interest and of desired information on the 
part of the group. This committee also acts as a force in arousing 
interest and cooperation among their fellow workers. The best and 
most practical suggestions frequently come from the members of the 
class. These men and women are usually thoroughly in earnest in 
this work and have definite ideas as to what practical value the class 
can be to them, as, for example, when a man who has learned some 
English asks assistance in letter writing or in computing his weekly 
wage, etc. 

The factory classes have proved in many cases a means toward 
closer cooperation and better understanding in the industry where 
they are held. An occasional social hour has a tendency toward fur- 
thering this end. 

In its last analysis this educational opportunity for the foreign- 
born adult is a public concern and should be linked with the public- 
school system. The teacher and supervisor should be furnished by 
the board of education with standards and principles determined by 
that body. This is the only way in which we can expect the work 
to become thoroughly standardized or put on a permanent far-reach- 
ing basis. 

Nevertheless, while the principles and standards of work must be 
universal, this work requires an unusual adaptability and adjust- 
ment in detail. Each industry presents some new problem, and there 
must be a careful adjustment in the detail of work to that particular 
factory. 



48 TRAINING TEACHERS FOR AMERICANIZATION. 

Fortunately the day has passed when it was thought anyone could 
teach a foreign-born man or woman to speak English. The teacher 
of to-day must be well equipped for her task. To be most success- 
ful she must possess not only a wide pedagogical experience and a 
knowledge of the technique of this particular form of teaching, but 
an adaptability and adjustment to industrial conditions and to human 
relationships. She must recognize the foreign-born man or Avoman 
both as an individual and in relation to his social relationships or 
background. She must appreciate the meaning of democracy and 
she must have vision. • 



\ 



? . 



( > 



'/ i 



Chapter IV. 
THE HOME AND NEIGHBORHOOD TEACHER. 

By Helen Winkler and Elsa Alsberg. 



The history of the United States from its earliest beginnings 
emphasizes the generally accepted sociological principle that every 
civilization worth while rests upon the solidarity of the home as the 
unit of society. The genuine culture of a people may be measured 
by its estimate of the family. Whatever tends to disrupt the family 
solidarity is a disrupting factor in society. 

To the children of an immigrant family, the day school offers the 
opportunity to learn English and to understand the laws, customs, 
history, and institutions of the United States. Their parents, be- 
cause of their economic struggle and the lack of adequate educational 
facilities, frequently remain foreign. The condition that provides 
for an American education for the child but makes no similar pro- 
vision for the fathers and mothers results in the loss of parental in- 
fluence which tends to disrupt the family, the unit of society. This 
is the very condition that to-day causes the spirit of lawlessness that 
is increasing the ranks of delinquent children and is retarding their 
development into sane and useful citizens. 

Manifestly, therefore, it is the business of the community and of 
the individuals composing it to offer the mother in the home a reason- 
able opportunity to learn English, to understand the life of her 
children and the meaning of America, in order to help her to estab- 
lish American standards in the home. 

COMMUNITY OBLIGATIONS. 

If the community, now suddenly made conscious by the war of its 
educational obligation toward all of its members, is to meet its obli- 
gation, the first requisite is to understand fully their needs. An un- 
derstanding of the alien portion of the population presupposes a 
knowledge which can be acquired only by direct contact. Such 
contact, as in all personal relationships, is possible only when the 
attitude that induces it is one of sincere neighborliness and fellow- 
ship. Through this direct contract the older American gets an appre- 
ciation of the newcomer's Old World background. The immigrant's 

49 



50 TRAINING TEACHERS FOR AMERICANIZATION. 

intellectual, religious, social, political, and economic status together 
constitute his Old World background and make up the national and 
racial characteristics that include his contribution to the country of 
his adoption. Through this neighborly approach of the American, 
the immigrant, now excluded from contact with Americans, gets the 
right introduction to American life and some realization of his ex- 
pected participation in it. 

It is a truism that a common language is a fundamental unifying 
force. A speaking, reading, and writing knowledge of English is 
a rock-bottom need for exchange of thought in this country by which 
the alien gets an understanding of America, its laws, customs, and 
institutions, its economic opportunities and its civic privileges and 
responsibilities. 

In many communities various agencies, both public and volun- 
tary, including organized national, racial, and religious bodies, have 
been seriously at work filling to some extent the varying needs of 
different groups according to their special affiliations and educational 
desires. Every city, however, looks upon its public-school system as 
its one democratic medium in which are centered the educational 
responsibilities of the city. 

The public, aroused by the war and influenced by the efforts of its 
various agencies, religious, racial, and national, to meet the whole 
community's educational needs, is now urging upon the public-school 
system its obligation to extend its facilities to give to the alien indus- 
trial worker in the factory and to the alien mother in the home an 
opportunity to learn English. With some knowledge of the lan- 
guage, the mother gets an appreciation of American standards of 
living so that she may maintain the solidarity of the home and 
instill into the family life a spirit of mutual respect and reverence, 
while the whole family enters into a fuller participation in the life 
of the community. 

The public school has a special duty to the mother at home, with 
her ceaseless daily round of family cares and responsibilities, her 
exceedingly limited leisure, her natural shyness and extreme sensi- 
tiveness, and the feeling of helplessness and isolation imposed upon 
her by ignorance of the three R's — of which her child of eight has 
already acquired knowledge. Obviously, the mother does not and 
can not attend evening school. Her education in English must pro- 
ceed by different means. 

The most earnest and successful teachers of children have always 
recognized the need of becoming intimately acquainted with the 
home, both to understand the background of the school children and 
to secure the cooperation of the home. The recognition of the need 
of close cooperation between school and home has, in logical sequence, 
advanced another step in the recognition of the need to place greater 



THE HOME AND NEIGHBORHOOD TEACHER. 51 

emphasis upon the education of the mother and upon the best means 
to help her overcome her greatest handicap — -illiteracy. This recog- 
nition led to various practical experiments in many cities through 
which the idea was finally developed of " the home and neighborhood 
teacher " as an integral part of the public-school system. 

THE HOME-TEACHER ACT OF CALIFORNIA. 

To put the home and neighborhood teacher plan upon a workable 
basis as a public-school effort, the State Commission of Immigration 
and Housing of California succeeded in having the legislature pass 
the home-teacher act in 1915. A year before its passage the board 
of education of the city of Los Angeles opened its first public school 
daytime class for foreign mothers. In accordance with the pro- 
visions of the home-teacher act, the first home teacher began work 
in 1915. That was the beginning of the development of the neighbor- 
hood school and its concomitant socialized processes, furnishing an 
ideal educational background for special adult work. These schools 
of Los Angeles were designed especially to help the great bulk of the 
foreign-born population to acquire a knowledge of the English lan- 
guage as a necessary tool in the great democratization process. To 
this end intimate neighborhood classes for adults have been placed 
close to the compact alien groups. These foreign groups include at 
least 33 nationalities, among them a goodly proportion of Mexicans, 
totally illiterate and with the lowest living standards. In 1915 the 
estimated immigrant population of Los Angeles was 28,650 out of a 
total population of 350,000. 

During the past three years home and neighborhood classes have 
been developing under the public-school system of Los Angeles until 
to-day they include the following types : Classes for mothers meeting 
morning, afternoon, or evening in schoolhouses, cottages, or neigh- 
borhood centers; factory classes for men or women, meeting in 
factories, Pullman car departments, paper mills, car barns, laundries, 
canneries, and nurseries; classes in boarding houses of large non- 
American groups of laborers; classes in hospitals. These class 
groups are covered by 21 home teachers in 15 school districts in 24 
public schools and their annexes. 

The latest addition to the neighborhood school is the "cottage 
school," sponsored and financed since May, 1919, by the Los Angeles 
Federation of Parent-Teacher Associations. The report for the first 
six months of this school shows that the total enrollment in Septem- 
ber, 1919, was 87 adults with an average attendance during the sum- 
mer months of 40. The total number of families represented in the 
enrollment was 75, or three-fifths of the 125 families within easy 
access of the cottage. The expense of conducting this cottage has 



52 TRAINING TEACHERS EOR AMERICANIZATION. 

been low compared with the numbers reached and the permanent re- 
sults obtained. 

On the basis of this latest addition to the neighborhood school, as 
well as upon those conducted during the past three years, the super- 
visor of adult elementary education of Los Angeles says that the 
department of education pursues the plan " because it is based delib- 
erately on the needs, desires, and changes in fortune of the human 
adult life it attempts to serve," and "because of the conviction in 
the minds of most of its workers that such a plan of approach and 
procedure is most valid " ; and " because the department has been 
compelled to maintain a maximum of activity at a minimum of ex- 
pense. It has been a financial necessity to see that each project, large 
or small, be a going institution in the social sense." 

FUNCTION AND AIM OF THE HOME AND NEIGHBORHOOD 

TEACHER. 

The successful application of the home teacher effort in California 
and especially in Los Angeles, with its very complex alien problem, 
concomitantly with the experience gained through the application 
of the idea as a cooperative effort of private agencies, and school 
boards in a number of other large cities, East and West, have helped 
to define the function, aims, and methods of the home and neighbor- 
hood teacher as- an integral part of the public-school system. 

The function of the home and neighborhood teacher is to connect 
the school with the home, shifting the emphasis from the child to the 
mother, bringing to the mother a knowledge of English and of those 
fundamentals necessary to American standards of living. 

The home and neighborhood teacher is definitely a part of the 
school system, connected with a definite school and responsible to a 
definite school principal. She is the socializing force of the school. 
Her endeavor is to foster Americanization for the whole family by 
helping the alien mother to understand America, the America of 
which her children are rapidly becoming a part, in order that the 
family unit may be maintained upon American standards. 

In this process of the development of American standards in the 
foreign home the alien mother gets a better knowledge of sanitation 
and personal hygiene; an understanding of American customs and 
institutions and a realization of the position of the public school as 
a civic agency serving all in the community alike, and for which all 
the residents are responsible; the reasons for compulsory school 
attendance of children and the requirements of citizenship. 

To sum up, the comprehensive purpose of the home and neigh- 
borhood teacher is to maintain family solidarity by giving the 
mother an opportunity to get a knowledge of those fundamentals 
essential to participation in American life. 



THE HOME AND NEIGHBORHOOD TEACHER. 53 

APPROACH AND CLASS GROUP ORGANIZATION. 

The whole effort of the home and neighborhood teacher implies 
friendly personal contact of the American with her alien sister. 
The homogeneous classes for mothers are organized by the home 
and neighborhood teacher, who is helped in her approach to the 
foreign families by her knowledge of their language and a sym- 
pathetic understanding of their Old World background and present 
perplexities. By systematic home visiting, usually at first in the 
homes of the children of her school, accurate statistical information 
concerning the literacy, living and working conditions of the mother, 
and the interest in citizenship of all the adults in the family are 
secured. From this accurate information the exact educational 
needs of the adults are deduced in order to develop facilities to 
meet the special requirements of the mothers and to interest the 
other adult members of the family in already existing public educa- 
tional facilities. 

The mothers usually prefer to meet in some inconspicuous center 
in their immediate neighborhood in the early afternoon hours, after 
they have completed the morning duties and before the older chil- 
dren return from the afternoon school session and before prepara- 
tions for supper must be under way for the returning wage earners. 
Sometimes late morning classes, as well as early afternoon classes, 
are convenient. Usually, too, it is necessary to make some provision 
for the children under school age who must accompany their mothers 
and who require nursery care if the mothers are to avail themselves 
of the facilities offered by these organized groups for the study of 
English. 

The board of education of Los Angeles has nurseries in some of 
its civic center schools, but other school boards are not so well pre- 
pared to undertake the care of the children accompanying their 
mothers to the classes. This difficulty can be met, as it is met in 
many instances, by the home and neighborhood teacher's coopera- 
tion with day nurseries and voluntary women's organizations inter- 
ested in the Americanization of the alien homes. Through the 
friendly contacts established in the individual homes, mothers' 
groups especially organized for the study of English become by 
their very nature the Americanizing centers of the neighborhood, 
" affording a mutual giving and taking of contributions from both 
newer and older Americans in the interest of the common weal." 1 

The home and neighborhood teacher, through her visiting, dis- 
covers the most convenient and acceptable meeting place for each 
class group. These meeting places vary according to the type and 

1 From the definition of Americanization of the Americanization Study of the Carnegie 
Corporation. 



54 TRAINING TEACHERS FOR AMERICANIZATION. 

general character of the neighborhood. Homogeneous groups of 
mothers, learning English, are being maintained to-day in district 
libraries, Sunday school rooms, community centers, tenements, model 
flats, cottages, labor camps, and sometimes in school buildings and 
sometimes in small centers developed by the neighborhood. Some 
communities which recognize that shyness makes the mothers re- 
luctant to enter formal school buildings, designate these neighbor- 
hood center classrooms as annexes to the nearest public-school build- 
ings. Experience also shows that the multiplicity of the foreign 
mother's duties makes it impossible for her to attend class more than 
twice a week and that the class sessions should not keep the mothers 
away from home for more than two hours. 

When the alien mothers have once formed the habit of class at- 
tendance, they welcome a continuation of the classes without a 
break in the summer time. Indeed they frequently find it easier to 
attend classes during the summer months than at other seasons of 
the year. 

METHODS OF THE HOME AND NEIGHBORHOOD TEACHER. 

The home and neighborhood teacher is the connecting link between 
home and school. Her natural introduction into the home therefore 
is through the child in the school. Often a visit in one home leads 
to an introduction to neighboring homes. The main purpose of the 
visiting is not to reach the child, but the mother who creates its 
home. As the home and neighborhood teacher makes her friendly 
contacts with the mothers, and her influence in the neighborhood 
grows, she secures the confidence of the foreign women and finally 
organizes them into class groups for the study of English and civics. 

In organizing these neighborhood groups the home and neighbor- 
hood teacher accomplishes her purpose with the least difficulty when 
the groups include, at first, women mainly of like race or nationality, 
with approximately the same degree of literacy or the lack of it. 
The grouping on the basis of nationality or race follows a funda- 
mental law in elementary education, namely, to proceed from the 
known to the unknown. When the woman, hitherto isolated, finds 
herself with women of her own nationality and on the same plane 
of literacy with them, she soon loses her shyness. This first step 
out of her complete isolation paves the way for the foreign mother 
to enter more fully into the life of her family, her neighborhood, 
and her community. 

SUGGESTIONS. 

The first necessity of the alien woman is to learn to speak English. 
This means ability to converse sufficiently to meet the direct needs 



THE HOME AND NEIGHBORHOOD TEACHER. 55 

connected with her daily life. Correct pronunciation and idiomatic 
expression should not be stressed at this point, if the pupil's interest 
is to grow. Beading and writing, while they must be taught simul- 
taneously with speaking English, are of lesser importance in the 
first lessons until the mother has acquired a sufficient vocabulary to 
meet her more urgent immediate needs. 1 

The process of making home contacts to organize class groups and 
the teaching of the groups require, together with enthusiasm and 
optimism for the task, infinite patience, ingenuity, and tact and the 
closest " follow-up." 

An intimate acquaintance with the typical characteristics of the 
neighborhood (including the standards of living of its national 
groups, and some command of the language of at least the predomi- 
nating group, are most desirable. Speaking English should be the 
constant aim of the home and neighborhood teacher. 

In planning the course of instruction the home and neighborhood 
teacher should include, very informally, lessons that will gradually 
prepare the woman to exercise intelligently her right to vote when 
automatically through her husband's naturalization she, too, be- 
comes a citizen. 

Wholesome recreation as a pedagogical principle is of ever greater 
importance in this kind of teaching than in the more formal class- 
room curricula. With this in view, the recreational and social 
facilities of the nearest school building can be used to the utmost 
advantage to the whole neighborhood as well as to these class groups. 

QUALIFICATIONS OF THE TEACHER. 

The home and neighborhood teacher represents a new phase of the 
teaching profession and requires special qualifications. They are 
twofold in their nature. 

1. As an instructor, she needs special training to appreciate how 
to deal with the adult mind of the mother, frequently totally illiterate 
and lacking all educational discipline. The mother's main point of 
interest is not the acquisition of the new language but the need of 
possessing the key to give her an understanding of life in the new 
country with its unfamiliar conditions. 

2. As a social worker, the home and neighborhood teacher must 
have a sincere interest in and a sympathetic understanding of the 
foreign-born and a knowledge of the mothers' old-world background 
and new- world perplexities. In her work the teacher should have 
some command of the language of the predominating group in the 
district as well as some knowledge of life in the countries from which 
the various groups have come. She must have tact in her approach 

1 Refer to H. H. Goldberger's manual, " How to Teach English to Foreigners." 



56 TRAINING TEACHERS FOR AMERICANIZATION. 

and the ability to make friends readily in the delicate task of home 
visiting. Her attitude must be free from criticism while at the 
same time, to further her aim, she is taking advantage of all the con- 
ditions she meets. 

With these qualifications the home and neighborhood teacher, with 
English as her first objective, imperceptibly and persistently in- 
terprets to the mothers the American point of view without causing 
undue conflicts in their mental attitude. 

EQUIPMENT FOR THE HOME TEACHER, 

A suitable location and cheerful rooms for the class groups must 
be available. The rooms should be made very attractive on a simple 
plan that the women may copy in their homes. Some nursery pro- 
vision for the children under school age, who of necessity accom- 
pany their mothers, is imperative. 

While some good textbooks are available, they are valuable princi- 
pally as guides to the teacher. The home and neighborhood teacher 
must have the ingenuity and resourcefulness to prepare special les- 
sons to meet the needs and desires of special groups. She must also 
have the means of providing' printed charts and pictures and 
mimeographed separate daily lessons, prepared by herself, for the 
use of the mothers according to their needs and desires. 

The daily lessons carefully prepared, should be based upon the inter- 
ests of each specific class. The subject matter and treatment depend 
not only upon the racial or national peculiarities of each group, but 
also upon the ordinary activities of its members. Thus, one group 
will be interested in doing manual work, such as the making of a 
child's garment or some part of it, as the means of learning dress- 
making terms and American ways of dressing. Another group will 
ask for direct instruction in reading and writing English. If the 
members are the wives of small shopkeepers they will want to be 
able to make bills and to list articles in the shop; they will be in- 
terested in learning elementary arithmetic and simple banking trans- 
actions. Others in the group will be interested to learn to converse 
in English in order to do their household purchasing. Classes of 
very young mothers will wish to learn English to discuss the care 
of their babies. 

Whatever the content of the lessons, experience shows that each 
lesson, when on a separate sheet which the mothers can take home 
after class, is usually more thoroughly mastered than a lesson in a 
textbook. Whatever the subject matter, pictures and charts help 
materially in fixing the text in the minds of the pupils. There must 
be variety of material and methods of presentation in a series of 
lessons based on a definite plan. 



THE HOME AND NEIGHBORHOOD TEACHER. 57 

Among the well-known textbooks that are especially useful as a 
guide to the home and neighborhood teacher are " English for Com- 
ing Citizens," by H. H. Goldberger ; " English for Foreign Women," 
by Ruth Austin; "The Well Baby Primer," by Caroline Hedger, 
M. D. ; " A Suggested Course of Study and Syllabus for Teaching 
English to Foreigners," by Samuel J. Brown, Connecticut Board of 
Education, Hartford ; and " Manual for Home Teachers," California 
State Commission of Immigration and Housing. 

Most essential to the success of the home and neighborhood teacher 
is the connection with a school principal upon whose understanding 
and interest she can depend. Such a principal will offer her the 
resources of the school and will at all times be ready to provide the 
recreation that stabilizes the groups and deepens the interest in the 
work by the sociability it fosters. 

BOARDS OF EDUCATION. 

During the past few years, the public has become thoroughly aware 
of the limitations of the public night school that has left millions of 
our alien population in a state of illiteracy. Simultaneously private 
agencies have been doing pioneer work in attacking this overwhelm- 
ing problem. Their sympathetic understanding of the foreigner led 
them to recognize that illiteracy was his greatest handicap and liter- 
acy in English his fundamental need. Voluntary agencies every- 
where attacked illiteracy as best they could, trying at the same time 
to bring an American atmosphere into the foreign home. Insufficient 
community support materially limited the scope of the effort of 
private agencies and the lack of connection with the public school 
system left the effort unstandardized and sporadic and lessened its 
effectiveness and authoritativeness. 

However, this pioneer endeavor influenced public opinion and 
finally led to a recognition on the part of school boards that the 
night school as such must be supplemented by day-time classes in 
plants and factories for alien industrial workers and by home and 
neighborhood classes to link home and school, bringing a knowledge 
of the English language and American standards of living to the 
mothers who are the homemakers. 

With Federal and State school authorities now fostering the plan, 
school boards in a number of cities are preparing their organization 
to include the home and neighborhood teacher. 

The rating and salary basis of such teachers should be in accord- 
ance with the service they are rendering and at least equal to the 
rating and salary of day-time teachers of children. From the point 
of view of school budget, there is economy in the plan because of the 
concentration of effort, the extension of the field, multiplication of 



58 TKAINING TEACHERS FOR AMERICANIZATION. 

groups and their steady attendance, upon which rests ultimate 
success. 

At the present time there are but few opportunities for the spe- 
cialized training of home and neighborhood teachers. Short-unit 
lecture courses in a few universities, normal schools, and State insti- 
tutes are being offered. For the most part, teachers of the adult illit- 
erate aliens are drawn from the ranks of the daytime teachers of 
children and secure their special training in the field. This short- 
coming will be overcome as soon as communities realize that all adult 
alien education is a highly specialized education field of the public- 
school system, an important field that bears directly upon the welfare 
and wholesome development of the community and therefore requir- 
ing expert direction. 

RESULTS OF HOME AND NEIGHBORHOOD TEACHING. 

The school is the one democratic civic agency that all foreign-born 
people know and trust. It carries the educational obligation of the 
whole community and in no way savors of philanthropy. Therefore, 
home and neighborhood teaching can be fully effective and of per- 
manent value only when boards of education make it an integral part 
of the public-school system. When thus administered, home and 
neighborhood teaching shows the following results : 

1. By bringing a knowledge of English and fostering American 
standards in the homes, without a ruthless disregard of Old World 
customs and habits, the integrity of the family as the social unit of 
society is maintained. 

2. Better standards of sanitation and hygiene in the homes react 
favorably upon community health. 

3. A knowledge of American customs and institutions brings an 
intelligent response to civic demands. 

4. Citizens of to-morrow with some true knowledge of ideals of 
democracy take out their citizenship papers with enthusiasm, in some 
degree prepared to meet their civic duties, privileges, and responsi- 
bilities. With such preparation the attainment of American citizen- 
ship ceases to have merely utilitarian value. 

In conclusion : " If the teacher be wise and large minded, she can 
not only help the alien to absorb what we have to give, but can bring 
back to us a fund of knowledge concerning him, and open a channel 
for what he and his civilization have to offer us." 1 

1 From the Manual for Home Teachers of the California State Commission of Immi- 
gration and Housing. 



/ 



APPENDIX. 

REPORT OF COMMITTEE ON TEACHER TRAINING IN 
AMERICANIZATION. 



I. PREAMBLE. 



A National Conference on Americanization, meeting at the National Capital, 
May 12 to 15, 1919, makes these recommendations bearing upon the prepara- 
tion of all public teachers : 

The original design in making education a public service supported by taxa- 
tion of all the people was, and the present purpose should be, that the schools 
will prepare citizens for a democracy. 

This duty should be the preeminent, not the secondary or incidental, purpose 
of all public teaching. 

We urge upon all normal schools, colleges, and other agencies concerned with 
the training of teachers that courses be given aiming directly at the equipment 
of all public-school teachers, whether of children or of adults, to train citizens 
in the specific knowledge and duties which lead to realization of the highest 
Americanism. 

For a definite program looking toward the training of Americanization 
workers we recommend that attention be given to preparing (a) leaders and 
organizers ; and ( h ) teachers of immigrants and of adult illiterates, whether 
in industry, home, or school. 

We recommend that these workers be trained by (a) State departments of 
education; (&) local educational authorities; (c) universities and colleges; 
and (d) city and State normal and training schools. 

We recommend to educational boards and to patriotic organizations that they 
investigate and report to the public the progress of the training of teachers 
of Americanization. We recommend that these organizations take means 
actively to encourage the preparation of such teachers in institutions and locali- 
ties heretofore without this service. 

II. SUGGESTED FUNCTIONS OF THE SEVERAL TEACHER-TRAINING AGENCIES 

NAMED ABOVE. 

A. COLLEGES AND UNIVERSITIES. 

Colleges and universities should look upon it as their special function to 
train leaders and organizers in Americanization activities. Courses adapted 
to this end should be offered either as part of the year's program or through 
the medium of the summer session. No such course or courses can be con- 
sidered really adequate unless they give first-hand experience in the teaching 
of the immigrant. Colleges and universities should equip themselves to handle 
this activity in a practical way. 

B. CITY AND STATE NOEMAL SCHOOLS AND TRAINING SCHOOLS. 

The Junction of these institutions is undoubtedly the preparation of teachers 
in the field of Americanization. This should be done primarily as a phase of 

59 



60 TRAINING TEACHERS FOR AMERICANIZATION. 

the regular year's work. But, when this is not feasible, these institutions 
should offer extension courses of the Saturday morning type. In so far as 
possible, observation and practice should find place in these courses. 

C. STATE DEPAKTMENTS OF EDUCATION. 

The special function of State departments of education as teacher-training 
agencies lies in the organization of teachers' institutes for the purpose of help- 
ing teachers in service. Acting in cooperation with normal schools and with 
local school authorities, this agency should determine the character of extension 
courses of various kinds, their length, the requirements for admission, the 
basis for certifying teachers, and so on. It should furnish instructors capable 
of conducting such courses when called upon to do so. In addition the State 
department should give assistance, through its staff of experts, to communities 
too small to engage expert supervision. And, finally, the State department 
should, from time to time, investigate and report upon the progress of the 
training of teachers for Americanization work, and take measures to en- 
courage this preparation in institutions and localities where it is not given. 

D. THE FEDEEAL BUREAU OF -EDUCATION. 

The Federal Bureau has the obligation upon it of " heading up " teacher- 
training activities throughout the country. It should be a clearing house from 
which bulletins should emanate from time to time setting forth the latest and 
best experiments in teacher training. Two things are of primary importance 
in solving the problem of Americanization — sane, authoritative leadership, and 
money, and both should come from Federal agencies. The money lacking, the 
obligation to assume leadership yet remains. 

III. OUTLINE OF THE CONTENT OF A COURSE INTENDED TO COVER AT LEAST 
30 HOURS OF CLASSROOM WORK AND 24 HOURS OF OBSERVATION AND 
PRACTICE. 

(To be Adapted.) 

PART 1. THE SCOPE, THE ORGANIZATION, AND THE MEANING OF THE AMERICANI- 
ZATION MOVEMENT. 

(Lectures, Reports, and Discussions.) 

(a) The immigrant tide, 1890-1915. — Significant statistics; causes of the ebb 
and flow ; attempts to handle the problem during this period ; the evening 
schools, their accomplishments and failures; the contributions of various 
private agencies; the lack of public interest and public support. 

(&) The beginning and development of the Americanization movement. — The 
"America first " campaigns in Rochester, Detroit, Cleveland, Boston, and other 
places ; Americanization as affected by the war ; the activities of State councils 
of national defense ; the formulation of Federal, State, and city plans and cam- 
paigns ; the contributions of semipublic agencies — National Americanization 
Committee, United States Chamber of Commerce, North American Civic League 
for Immigrants, Immigrant Aid Society, Y. M. C. A., Y. W. C. A., Inter-racial 
Council, etc., an analysis of Americanization legislation operating and pending. 

(c) Fundamental policies and viewpoints. — The importance of guidance and 
control by public authorities ; the legitimate functions and activities of various 
nonpublic agencies; the larger aspects of the Americanization movement; 



APPENDIX. 61 

Americanization and the schooling question ; the policy of compulsory Ameri- 
canization; the foreign-language question; foreign-language press and school; 
Americanization and our native-born; "Who is the good citizen?" (see under 
Pt. Ill) ; the immigrant — an asset or a liability. 

(d) Industrial Americanization. — The record of what has been accomplished 
in this field ; the plan of industrial Americanization in the general scheme ; 
broader phases of industrial Americanization — accident prevention, health, 
recreation, etc. 

( e ) Americanizing the immigrant woman. — Home and mothers' classes ; the 
California plan ; the activities of women's clubs in this field ; the Council of 
Jewish Women ; the International Institute ; the Women's Municipal League 
(Boston) ; difficulties encountered, and points of view that should obtain. 

(/) Americanization and the community. — Americanization through activities 
of immigrant groups ; the community center idea ; community singing, pageantry, 
and public celebrations ; Americanization and the housing problem ; American- 
ization and the school nurse ; legal aid for the immigrant ; Americanization and 
the public library, etc. 

PAET 3. IMMIGRANT BACKGROUNDS ', RACIAL CHARACTERISTICS AND CONTRIBUTIONS. 

(Lectures, Book Reviews, and Discussions.) 

(a) Statistics showing the adaptability of the different races to the process 
of assimilation ; immigration illiteracy as a factor. 

(b) Americanization as affected by political and economic conditions in 
the home country ; the importance of a knowledge of the immigrant's point of 
view ; the approach to the immigrant ; racial ideas and heritages ; how dealt 
with ; the question of naturalization. 

(c) Book reviews on the literature of this subject. 

PART 3. AMERICANISM WHAT IS IT? 

(Lectures, Discussions, Book Reviews.) 

(a) An analysis of American ideals, beliefs, attitudes, and points of view in 
terms that touch the immigrant's experience ; American democracy — its promise 
and its perils ; the land of promise — its lights and shadows ; the privileges 
and opportunities, the. duties and obligations of the good citizen; the meaning 
of " equality " ; the need of capable leaders and intelligent followers ; the prin- 
ciple of majority rule ; the ideal of adherence to lawful authority ; the habit 
of cooperation. 

(&) A survey of the literature setting forth the ideals of Americanism. 

PART 4. THE IMMIGRANT IN THE SCHOOL. 

(Lectures, Conferences, and Practice Teaching.) 

(a) Aims, methods, and materials in the teaching of English. — The place 
of conversation, reading, and writing ; a criticism and evaluation of the several 
methods now commonly used ; principles underlying the selection of content, 
and the adaptation of content to the needs of different types of classes; the 
strengths and the weaknesses of tests commonly used ; the organization of 
lesson material ; special methods in reading, phonics, writing. 



62 TRAINING TEACHERS FOR AMERICANIZATION. 

( 6 ) Important teaching principles applied. — The lesson's length ; skill in 
drill ; class-activity v. teacher-activity ; reaching the immigrant's heart ; social- 
izing the instruction. 

(c) Organization of classes. — Bases for classification, by nationality, by sex, 
etc. ; how to get attendance ; how to hold it ; fruitful publicity ; number of ses- 
sions ; suggested standards of achievement ; time schedules. 

(d) Aims, methods, and materials in intermediate and advanced classes. — 
Textbooks analyzed and criticized ; inculcating Americanism through history ; 
civics ; through participation in school and community activities ; Americanism 
through readings, lectures, and motion pictures; Americanism through geog- 
raphy ; the socialized school ; the school center ; training in citizenship looking 
toward naturalization. 

(e) Who is the good teacher of the adult immigrant? — A standard based on 
these factors: (1) Her personality and attitude; (2) her knowledge of Ameri- 
canism and loyalty to its ideals; (3) her special preparation for the task; and 
(4) her application of good teaching principles. 

Respectfully submitted. 

John J. Mahoney, Chairman, 

State Supervisor of Americanization for Massachusetts, 

Principal State Normal School, Lowell, Mass. 

A. E. Jenks, 

Director Americanization Training, University of Minnesota. 

Don D. Lescohiek, 

Director Americanization Division, University of Wisconsin. 

William McAndrews, 

Associate Superintendent of Schools, New York City. 

George E. Smith, 

Deputy Superintendent of Schools, Buffalo, N. 1. 

Frances K. Wetmore, 

.Public Schools of Chicago. 
E. P. Wiles, 

Director Cleveland Americanization Council; 

formerly Assistant Superintendent of Schools, Akron, Ohio. 

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